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UNITED STATES DEPARTMENT OF AGRICULTURE
a Washington, BG:
BULLETIN No. 540
Contribution from the States Relations Service
A. C. TRUE, Director
PROFESSIONAL PAPER — July 27, 1917
A FIRST YEAR COURSE IN HOME
ECONOMICS FOR SOUTHERN
AGRICULTURAL SCHOOLS
By
LOUISE STANLEY, Professor of Home Economics
University of Missouri
CONTENTS
Page Page
Se Rae a se i | Lessons for First Year’s Course. ...-. 9
o.-2. 68 & & 0-8 8
WASHINGTON
GOVERNMENT PRINTING OFFICE
1917
7)
Rey
UNITED STATES DEPARTMENT OF AGRICULTURE
Contribution from the States Relations Service
A. C. TRUE, Director
Washington, D. C. PROFESSIONAL PAPER July 27, 1917
A FIRST-YEAR COURSE IN HOME ECONOMICS FOR
SOUTHERN AGRICULTURAL SCHOOLS.!
By Louise STan.ey, Professor of Home Economics, University of Missouri.
CONTENTS.
x Page. Page :
PNEEOCUCLION scene = oo ac aeinsee See ce helo ee 1 | Lessons for first year’s course................ 9
MIpline OLIESSONS =24 mei 45s ss see Sess 8
INTRODUCTION.
This bulletin outlines a course of study in home economics for
southern high schools. It emphasizes the connection between such
instruction and actual home experience and the danger arising
from formal methods of presentation. It calls attention to under-
‘lying general principles and applies them in a typical course of
study, which, while based on southern conditions, is applicable in
other communities.
The aim of any course in home economics is to make the as a
better home maker. By teaching her how to do, and the reasons
why, and as well by giving insight into the fundamental importance
of home making such instruction transforms housework from
drudgery into an honored profession. In the average home two
industries stand out—sewing and cooking—and there has been a
tendency to limit home economics instruction to them. If inter-
preted broadly to include their economic and hygienic relations,
cooking and sewing do furnish the basis of a well-rounded course;
but they should be supplemented by other subjects necessary for the
home maker. Knowledge of the homes of her community will best
assure to the teacher suitable subject matter and connect the school
work with home duties.
1 This bulletin has been prepared in cooperation between the author and C. H. Lane, Chief Specialist in
Agricultural Education, as well as specialists of the Office of Home Economics, States Relations Service.
It is designed to aid teachers in presenting a course of study in HOES economics which will connect such
instruction and actual home experiences.
83933°—Bull. 540—17——1
2 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
The principles involved in the lessons set forth in this publica-
tion are fundamental. However, it has been the purpose of the
author to present those which have a direct bearing on southern
home life. To secure the best results with this work teachers should
make a special effort to adapt the lesson topics to the conditions
found in the homes of the pupils. The first and most important step
in this direction is for the teacher to make a close study of the com- —
munity conditions, and so to direct the application of the principles
given in the lessons as to meet the needs and to improve upon the
conditions. Let the teachers keep in mind that communities as
well as sections vary as to home-making problems and that a thor-
ough knowledge of the conditions in each instance is necessary to
enable the teachers to render the best service.
A complete course in home economics would include the following —
subjects: !
1. Food:
(1) Selection (home-grown and purchased food).
(2) Preparation.
(3) Planning and serving of meals.
2. Shelter:
(1) House sanitation.
(2) Planning of house.
(3) Decoration and furnishing of the house.
(4) Care of the house
2. Clothing:
(1) Selection.
(2) Making.
(3) Keeping in repair.
(4) Laundry work.
4. Care and training of children:
(1) Care of a baby.
(2) Problems of a young child.
(3) Amusements for children.
5. Hygiene and sanitation:
(1) Definition of health.
(2) Definition and classification of diseases.
(3) Means of preserving health.
6. Home care of the sick.
7. Household management, including systemization of housework, expenses,
accounts.
8. Training for the enjoyment of leisure time.
Many of the high schools of the South which teach agriculture
and home economics are located in the open country and have
dormitories for housing the students, which provide opportunities
for practical instruction in home economics comparable to those
furnished by the school farms for practical instruction in agriculture.
Often much of the food material is raised by the boys on the school
farm and much of the household work is done by the girls, thus
1See Syllabus of Home Economics, American Home Economics Association, Baltimore, Md.
7 RMA he het fe cd germ ee ter fs oes s09
w
uy
PORTE et on
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 3
reducing the expenses of each student to as low as $5 to $6 a month ~
in some schools. In such cases the students may work one to two
hours daily, or self-supporting students may do extra work beyond
the stated requirement at so much per hour. This practical work
serves both to introduce the problems in agriculture and home
economics which are the basis of work in the classroom and furnishes
the field for their practical application. The daily routine in house-
work, unless it is supervised, however, is of no educational value;
it should be considered a part of the girls’ laboratory work and
organized accordingly.
Methods of teaching.—Karly home economics, which was practical
cooking taught by definite recipes copied and followed by the stu-
dents, was soon modified both in the direction of ‘‘culture” by
adding informational material from geography, history, and nature
study, and in the direction of ‘‘science” by teaching applied chem-
istry and physics, i.e., the principles of these sciences with illustra-
tions drawn from the household. The latter plan really teaches
these sciences, however, and not home economics itself. It is now
recognized that home economics consists of a definite body of princi-
ples, which are best taught as a self-constituted science, 1. e., as an
organized body of specific facts and principles, rather than as an
application of other sciences. The relation of the material to the
needs of. the girls is in this way more definite and the approach of
the subject through the girls’ own home experiences is more direct,
and the facts learned are better correlated with the needs of every-
day life. Using as the basis of the course, therefore, the principles
of home economics themselves, the teacher can by proper choice of
problems teach the child those facts which are likely to be useful
to her, presenting them in the order of their increasing difficulty.
The next matter, that of determining the method by which these
problems are to be solved, or the presentation of the individual
lesson, is the point at which teachers of home economics are most
likely to fail.
How not to teach is well illustrated by a lesson actually observed.
The problem was the freezing of water ice. How was it developed ?
As a first step which removed the necessity for any reasoning on
the part of the students, the complete directions were dictated, and
each girl took them down verbatim. No opportunity was given to
the students in working out this problem to formulate any principles
_ which could be applied to the making of water ices in general. Next
ied ;
the work was parceled out and each girl was given one step in the
process, no one having a chance to follow the whole process through.
The amount of lemon juice and sugar was arbitrarily stated. The
students were not told that the amount of sugar should vary with
the acidity of the fruit they used, nor were they allowed to find
4. _ BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
this out for themselves. They had no opportunity to see that the
mixture tasted sweeter before freezing than it did afterwards, and
there was no discussion of this fact. No reason was given for the
use of salt with the ice in the freezing mixture nor was the proportion —
discussed, but arbitrarily given. There was interest in the lesson,
but it centered in the eating of the product after it was finished _
rather than in the principles involved in the making. From this ~
example it may be seen that there is danger ‘of much poor teaching —
in a subject which has the possibility of as good teaching as any ©
other in the curriculum. While the example cited is of especially
bad teaching, it is true in most cases that teachers of home eco-
nomics tell the students too much, and do not allow them to reason
things out sufficiently for themselves. Advocates of the method of —
teaching by means of problems agree that the subject-matter must —
be developed gradually in class. The teacher must not tell; the
pupil must be required to make plans before she begins to work,
and so be made to think things out for herself, keeping at the same
time a live interest in technique.
When this method is used in teaching home economics it means
that the problems given must be kept quite simple at first and the
facts and principles which should grow into the life of the girls be
developed gradually, step by step. It means thorough organization —
of material and thorough understanding on the part of the teacher
of the principles involved. It means that students be given a very —
clear idea of the problems to be solved and trained toward definite
standards of work. The danger in such a method lies in the fact
that in the interest of learning the reasons for the different. steps
the standards for results may be lowered and drill on special points
missed. This can be obviated by repeating those problems whose
results are unsatisfactory and by having drills at stated intervals.
The best method of opening up a lesson is by questions which eall
to mind past experiences of the students and relate them to the
problem (the preparation step in the formal lesson outline). Next
there should be a very definite statement of the problem, made
clear by additional questions (the presentation step). A list of ©
these questions carefully worked out with a short and definite state-
ment of the problems, should be given at one laboratory period to
enable the student to prepare for the next. If the students study
this carefully they are ready to start work at the begining of the
next period. An opportunity for questions should be given before
starting work, but too much discussion at this point results in ‘‘tell-
ing.” After the work is done the most valuable part of the lesson
comes, the comparison of results and discussion of differences,
leading to generalizations which form the theory of the subject in
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 5
hand. Thus theory grows out of practice, and to make the cycle of.
knowledge complete, it should be applied again in practice.
The followig lesson plan illustrates this method of teaching.
To formulate questions the teacher must have in mind a very definite |
logical outline which the questions will develop, but in actual ques-
tioning she should follow the order of the students’ own way of
thinking. *
OUTLINE FOR A LESSON ON SPONGE CAKE.
(This lesson has been preceded by one on omelettes and soufflés, and will be followed
by one on custards, or the use of eggs as a means of thickening. )
What do you understand by the term sponge cake? What types of
sponge cake have we? What would you say were the characteristics
of this group of cakes? What are the necessary constituents? How
do they vary in the different types? In what kind of sponge cakes
do you use cream of tartar? In which do you use lemon juice? Can
you see any reason for this difference? Classify any recipes you may
have for this type of cake on the basis of the amounts of the different
constituents necessary for each egg.
Sponge cake.—You will find that for each egg in the sponge cake
proper the general proportions of flour and sugar are the same, about
one-fourth cup of each and one teaspoonful of lemon juice to each
egg. Is any other liquid necessary? Upon what will this depend ?
What is the danger if too much is added? What will be the result
if the amount is too little? In what order would you mix the above
ingredients? What must be your aim all the time? The egg serves
what functions in this cake? If eggs were expensive what two
ingredients might you use in their place? To what extent can this
substitution be made? Calculate the amount of each you would add
as a substitute for one egg. .
Let each student make a typical sponge cake, or a cheap sponge
cake with one egg. Calculate the cost of each and compare the
results. Are we justified in paying extra amount for the typical
sponge cake? Is the cheap sponge cake wholly representative of this
group ?
Angel cake.—In what sense is an egg white equivalent to half an
eg? On this basis work out your proportions for the angel cake
from those used for the sponge cake. Could you make a cheap angel
cake? What would be the limit to the amount of substitution
possible here? Why do we add cream of tartar to the angel cake
and lemon juice to the sponge cake?
Each student should make an angel cake, using the whites of two
egos. Make this either into a typical or a cheap angel cake. The
their experience along any of these lines has been limited, it may be supplemented by reference to books
in the library. Recipe books are especially valuable in giving suggestions as to proportions, combinations,
ete.
6 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
yolks should be very carefully put away in the jars provided for
that purpose as they are to be used at the next laboratory period.
Sunshine cake-—How does the sunshine cake differ from the sponge
cake on the one hand and the angel cake on the other? Formulate
the proportions for a small sunshine cake. Which would you use in
this case, cream of tartar or lemon juice?
Any of the students who wish may substitute sunshine cake for
either the sponge or the angel cake.
Baking the cake-—At what temperature did we find that eggs
should be cooked? Since the typical sponge cake contains a very
large proportion of egg, in what way would this determine the oven
temperature? What is going to make your cake light? If the oven
is too hot, what will happen to the top of your cake before it is fully
raised? What will be the result in the cake? What temperature
do you think would be most desirable for baking the above mixture ?
Would you use different temperatures for the typical and the cheap
sponge cake? Reason.
The objections raised to the above method of teaching are three:
1. Itissaid to beslow and wasteful of material. Experience shows,
however, quickness in real progress. While so much ground may not
be covered, general principles are acquired, applicable anywhere.
The knowledge has become a part of the student; it sticks better.
In most cases there is no more waste than in the imitative recipe
method. Material is not expensive, and with proper oversight fail-
ures are uncommon. ;
2. It is said that recipes should be standardized by experts and
given to others in definite forms. But recipes must be indefinite
since (a) food materials vary, not being chemically definite sub-
stances, and (6) the recipe itself varies with the result sought. It is
far better to give the girl ability to utilize successfully whatever
materials she may have available than to teach her to follow a small
number of recipes.
3. It is said that teaching by recipes is the best means we have of
cultivating correct food standards in the students, but it is doubtful
whether it is wise to insist absolutely on uniform standards for all.
Recipes can not be used as exact guides as long as the composition of
ingredients is variable, and people differ in their tastes.
Correlation.—A good scheme for correlation used by a San Francisco
school is as follows: Each teacher outlines her work in advance in
general terms for each quarter, and more in detail for each month
and week. ‘These outlines are discussed in faculty meetings, each
teacher stating the point at which she would hke help from the others.
As a result of these discussions other points of correlation are seen.
The practical outcome of these discussions is seen by an examina-
tion of the chart used by these teachers. ‘There are as many columns
oft set cle DOR eae os
Lal p F Tes won rte :
rts
7 Bee
PP, en Ce ae ees, ne Pee a
ee
HOME ECONOMICS FOR SOUTHERN SCHOOLS. {i
i each direction as there are courses for the given year. In each
square there is a hook upon which a library card can be hung. In
the top square of her column the teacher places on a yellow card
her monthly outline, and each week a pink card containing a more
detailed outline of that week’s work. When a teacher wishes
correlative work from another department she writes her request
on a white card which she hangs in her column, and in the square
corresponding to the department from which the work is desired.
Mathe-
Taatice Science.
Home economics. History. English.
(Place monthly and weekly outlines here.)
Home economics. English makes request
of home economics.
History. Home economies
makes request of
history.
English.
Mathematics.
Science.
The above chart is supposed to be divided into squares.
In this way we may find across the top of such a board an outline
of the work in each subject, while the up-and-down columns show at a
glance what the various departments are expecting of each other
during the current week. When the work is planned sufficiently in
advance there is no difficulty in preventing conflicts.
LABORATORY EQUIPMENT.
Food work.—Individual equipment of table, stove, and utensils is
desirable. However, when expenses must be kept down, a mini-
mum equipment may be secured for $50, consisting of 12 individual
sets of utensils, each costing about $2, and general equipment costing
$25, including one three-burner oil stove and a supply table; for
cooking tables whatever is available must be utilized.
Special cooking tables allowing working space of about 3 by 24
feet can be built in or purchased ready-made. They should provide
storage room for utensils and food supplies underneath. Individual
gas plates or stoves are desirable. If there is no gas, individual oil
stoves are preferable, since gas-manufacturing plants, lke acetylene,
are not common in the home.
Cupboards, a fireless cooker, a refrigerator, and a wheeled supply
table with shelves below for food materials are desirable. If possible,
a dining room, or at least space for a dining table, should be arranged
to afford practice in table service. The cost of china, silver, glass,
and linen may be estimated at $62. Schools planning cooking
equipment should send for catalogue to any large wholesale hardware
company.
83933°—Bull. 540—17——2
8 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
Seurng.—A sewing room should have tables 3 feet wide, allowing
24 feet in length for each student. The general equipment should in-
clude sewing machines, dress forms, mirror, fitting stand, skirt
marker, cabinets; and the individual equipment, scissors, yardstick,
foot rule, tape measure, pincushion, emery, pins, and needles. Equip-
ment cost about $1 per pupil in addition to general equipment.
OUTLINE OF LESSONS.
The following order has been used for each lesson: (1) The subject,
stated as a ‘‘Problem.’’ (2) The chief ideas, listed as ‘‘Points to be
brought out.” (3) The references, which have been confined to
material available in bulletins of this department and of the various
State colleges and experiment stations. Two textbooks should be
obtained, one on foods and one on clothing. The choice of these must
be left-to the teacher. She should select them only after a careful —
examination of those available. The one on foods should be some-
thing more than a book of recipes; it should consider the-principles
of cookery, composition of food, and the principles of dietetics. The
book on clothing should contain material on the selection of clothing,
clothing standards, application of design to dress, the hygiene of
dress, and a study of fabrics as well as drafting and the principles
of sewing. If any part must be omitted let it be the latter, for the
teacher can easily provide herself with a textbook on drafting and
sewing so as to give the students the necessary information.
There should be in the library some additional books dealing with
the composition, nutritive value, and digestibility of food. A good
recipe book will be useful not for arbitrary use but for suggestions
and comparison. It should not be misused. A good book on home
laundry work, one on house sanitation, one on the care of the house,
one on personal hygiene should be available for reference work.
Copies of a good household chemistry, household bacteriology, and
household physics will be found useful.
There are a number of such books * available at the present time.
For a teacher of home economics to keep up to date in her work she
must see the new books as they are published. Most publishers will
send copies for examination which can be returned without cost to
the teacher if they prove unsuitable for her purpose.
Bulletins are issued frequently which will be of help. These can
in many cases be obtained free. The teacher’s name should be on
the mailing list of the Department of Agriculture for the Monthly
List of Department Publications. She may send for any which
interest her. |
(4) Under ‘‘Correlation”’ are suggested ways in which other
courses may make use of home-economics subject matter, thus in-
1 See U.S. Bur. Ed. Bul. 613 (1914).
re. oe
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 9
creasing the value of the latter and doing much to keep the former ©
vital. Under ‘‘Supplementary Topics’ are mentioned topics of
household concern not directly related to the home-economics lesson
of the day, but which may well be included in English work.
Each year’s course consists of 160 lessons covering the subjects of
cooking and sewing, with related hygiene and sanitation, and with
review lessons at proper intervals.
LESSONS FOR FIRST YEAR’S COURSE.
LESSON 1.
Problem.—To plan, select the material, and estimate the amount
of material necessary for (1) a dish towel, (2) a holder, and (8) a
kitchen apron.
Points to be brought out.—Towels should be of as inexpensive ma-
terial as possible, should absorb water readily, and should leave no
lint. Holders should be constructed of material which does not burn
readily and which is a poor conductor of heat. Aprons should be
white, easily laundered, of simple design, and easily made.
References.—Write to State leader of girls’ clubs for design of
apron used in canning clubs.
Correlation.—Physics: Study conduction of heat (Qn connection
with the selection of the material for the holder).
LESSON 2.
Problem.—To make the towel, holder, and apron.
Points to be brought out.—Making a neat machine hem on both
straight and curved edges. Sewing on tapes. Overhanding or bind-
ing of the different layers of the holder together.
References.—Handy and Pract. Farm Libr. [Missouri], Mo. Bul., 13
(1915), No. 2.
Correlation.—Arithmetic or English: Estimate the cost. Physics:
Capillarity of woven fabrics.
LESSON 3.
Problem.—To can any fruit in season. To examine the stove and
learn to understand all drafts and openings.
Points to be brought out.—In canning we wish to preserve the fruit
in as nearly the natural condition as possible or in the condition in
which we would serve it. Cooking in the can or jar is the easiest
and the simplest method. Sugar is not used as a preservative in this
case, but should be used in amounts just sufficient for good flavor.
The essential points in the management of the stoves should be
brought out during this lesson.
References.—U. S. Dept. Agr., Farmers’ Buls. 426,* 521, and 771.
10 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
Correlation.—Physics: Study of conduction, convection, and radia-
tion of heat, as applied in the stove. The insulated oven. The
fireless cooker.
Norr.—lIf possible plan an additional lesson on the canning of fruit in which one © .
of the outdoor canners is used in the orchard. In this case can in tin. Show how the
culls, which would in many cases be wasted, may be utilized. This work could be
given with all the girls in places wherelarge amounts of fruit are available. There
might be a contest between the different classes. Aim to emphasize the economic
side and at the same time give the girls opportunity to work with large quantities of
material. This lesson may be substituted for one of the following lessons or given as
an extra lesson on the weekly holiday.
LESSON 4.
Problem.—To study the relation of microorganisms to the spoiling
of food.
Pownts to be brought out.—Since microorganisms which may cause
_the spoiling of food are present all about us extreme care is necessary
to prevent the contamination of food. In preserving we must kill
all the microorganisms present or prevent their development. Simple
heating at the boiling point for 15 to 20 minutes is sufficient in the
case of fruit. Most vegetables are more difficult to sterilize. They
must be heated for several hours. A shorter time may be used at a
much higher temperature such as is obtained under pressure, or the
material may be heated for a shorter time on three successive days.
References.—Preservation of Food in the Home, Univ. Mo. Bul,
15 (1914), No. 7, pp. 1-8; U. S. Dept. Agr., Farmers’ Buls. 359, 426,*
and 521.
Correlation.—English: Stories of germ life.
LESSON 5.
Problem.—To can any available vegetables, using the following
methods: (1) Cooking on each of three successive days, (2) long
cooking at the boiling temperature, and (3) cooking under pressure,
if possible. -Compare the methods as to time and trouble involved,
the keeping qualities of the products, and the amount of fuel required.
Points to be brought out.—Complete sterilization is more difficult in
the case of vegetables than in the case of fruits. The comparative
value of the different methods of canning. The canned vegetables
are an important addition to the winter’s dietary.
References.—U.S. Dept. Agr., Farmers’ Buls. 259*,! pp. 30-32; 359.
Correlation.—Arithmetic: Estimate cost of home-canned vege-
tables, taking into consideration the different factors involved. Com-
pare with the cost.of the factory-canned material. English: His-
tory of canning industry (Encyclopedia).
1 Farmers’ Bulletins marked with an asterisk throughout this publication are not available for free dis-
tribution, but may be secured from the Superintendent of Documents, Government Printing Office, Wash-
ington, D.C., for 5 cents a copy.
ee ne a
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 11
*
LESSON 6.
Problem.—Canning vegetables, continued. Use any vegetables
available. |
Correlation.—English: Select from lists of U. S. Department of
Agriculture a Farmers’ Bulletin on some aspect of vegetable foods or
cookery which would be useful in your home, and write to the Secre-
tary of Agriculture, Washington, D. C., for it.
LESSON 7.
Problem.—To launder kitchen towels and aprons.
Points io be brought out.—The soil and dirt may be removed by
solution, emulsion, and mechanical means; soaking helps to loosen
them. Clothes should be thoroughly rinsed in order to remove the
last traces of any material in solution, as well as the soluble cleansing
agent.
References.—Rose, The Laundry, Cornell Univ. Reading Courses,
1 (1912), No. 11, pp. 183-136; Handy and Pract. Farm Libr. [Mis-
souri], Mo. Bul., 13 (1915), No. 2.
Correlation.—Chemistry: Soaps. English: Soap-making (Ency-
clopedia).
LESSON 8.
Problem.—To prepare fruit juices, some to be used the next day for
making jelly, and the remainder to be sterilized and kept for winter.
Points to be brought out.—When the juice is to be used in making
jelly the fruit must be cooked in order to extract the pectin, which is
an essential constituent of jelly. The juice to be used in jelly making
may be allowed to drip or may be extracted by pressure; the former
method makes a clearer jelly, but often at the expense of flavor and
quantity. The juices to be used for purposes other than jelly making
preserve more of the natural flavor if extracted cold and sterilized
at the lowest possible temperature.
References —Univ. Ill. Bul. 8 (1911), No. 7, Goldthwaite; Pres-
— ervation of Food in the Home, Univ. Mo. Bul., 15 (1914), No. 7,
pp. 21, 22; U. S. Dept. Agr. Farmers’ Buls. 78*, p. 29; 122*, p. 27;
175*; 644.
Correlation.—Arithmetic: Comparative cost of clear and cloudy
jelly.
LESSON 9.
Problem.—To make jelly from some of the juice prepared in Lesson
8.
Points to be brought out.—Three constituents are necessary for
successful jelly making—acid, pectin, and sugar. The amount of
sugar added depends not so much upon the amount of juice as upon
the amount of pectin in that juice. The usual proportion of sugar,
one cup to each cup of juice, is too much in the case of a juice in
4
12 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
which the amount of pectin is small or in the case of a fruit in which
large amounts of water are necessary for the extraction. It should be
cooked until it jells. This pomt has been reached when a ther-
mometer inserted in the solution indicates a boiling point of 103° C.
(217° F.). Ina few cases it is necessary to cook the juice to a higher
temperature, 105° C. (218° F.).
References.—Univ. Ill. Bul., 8 (1911), No. 7, Goldthwaite; Preser-
vation of Food in the Home, Univ. Mo. Bul., 15 (1914), No. 7, pp.
23-29.
Correlation.—Physics: The effect of substances in solution upon
the boiling point of that solution. Arithmetic: Explain the different
thermometers, Fahrenheit. and Centigrade, and compute changes of
readings from one to the other.
LESSON 10.
Problem.—Examination of the jellies made last time, an analysis
of the process, and a discussion of the reasons for any variations in
the results.
Points to be brought out.—Failure may be due to (1) absence of
pectin in the juice. This can be determined by the alcohol test.
(Ref. Univ. Mo. Bul., 15 (1914), No. 7, Preservation of Food in the
Home, p. 23); (2) a deficiency of acid which prevents a perfect jelly
from forming. Sugar sometimes crystallizes out from a jelly made
from juice containing a small proportion of acid. If cooked too long,
a candy rather than a jelly will result.
References.—U. 8S. Dept. Agr., Farmers’ Buls. 78*, 122*, 175*.
Correlation.—Chemistry: Result obtained by boiling cane sugar in
an acid solution, and the effect of this in retarding crystallization.
LESSON 11.
Problem.—To study the water supply from the standpoint of its
use for laundry purposes. Wash the laboratory aprons and towels
in water from different sources and compare the ease of the process,
the amount of soap required, and the appearance of the article after
laundering. In case the water is very hard, test the effectiveness of
various alkalis in softening it. Show how to detect an alkali.
Points to be brought out.—Hardness of water is due to the mineral
matter in solution. Some of this is thrown out of solution when the
water is boiled. Hardness of water which may be corrected by boil-
ing is termed temporary hardness. That which is not remedied by
boiling is called permanent hardness. Soap does not dissolve readily
in hard water because it forms an insoluble compound with the
mineral matter present. The scum which forms on the top of hard
water when we use soap with it is an example of such an insoluble
3
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HOME ECONOMICS FOR SOUTHERN SCHOOLS. ieee) be}
compound. Alkalis soften water by throwing the mineral com-
pounds out of solution. Care must be taken to avoid using an alkali
which will harm the material to be washed.
References.—Rose, The Laundry, Cornell Reading Courses, 1 (1912), -
No. 11, pp. 114-117; Handy and Pract. Farm Libr. [Missouri], Mo.
Bul., 13 (1915), No. 2, p. 82; any good book on home laundry
work.
Correlation.—Chemistry: Alkalis and the means of detecting them.
Supplementary topic.—Describe the water supplies on your home-
stead, and suggest ways of making the water supply more convenient
at the house,
LESSON 12.
Problem.—To recook any jelly which was found unsatisfactory at
the last lesson.
Points to be brought out.—If an examination of the juice shows too
little pectin, add some from another source, such as apple or white
rind of the orange or lemon. If the juice is not sufficiently acid, add
an acid from another source, lemon juice or citric acid. In case the
proper amount of sugar has not been used, make the necessary cor-
rection. In some cases a soft jelly may be stiffened by allowing it
to stand for a short time in the sun.
References—Univ. Ill. Bul., 8 (1911), No. 7, Goldthwaite; Pres-
ervation of Food in the Home, Univ. Mo. Bul., 15 (1914), No. 7, Cov-
ering with paraffin; U.S. Dept. Agr., Farmers’ Buls. 78*, p. 29; 122*,
Do 20s lio. )
Correlation.—Arithmetic: Estimation of the cost of the jelly.
Comparison in cost with the commercial product.
Supplementary toprc.—List the kinds of fruits you know which will
and which will not jelly. Ascertain the localities in the United States
in which fruit raising is an important industry.
LESSON 13.
Problem.—Let each student clean her room and write an account
of the process, giving the reason for eachstep. Discuss these accounts
in class and make a plan to be followed by each of the girls in the care
of her room.
Points to be brought out.—Thorough airing of bed and room is neces-
sary. In cleaning care should be taken not to distribute dust. In
dusting it is best to work downward from the upper part of the room.
References.—Watson, Rules for Cleaning, Cornell Reading Courses,
1 (1912), No. 23; a good book on the care of the house.
Oorrelation.—Arithmetic or English: Time and energy cost of clean-
ing rooms. Cost of equipment and supplies used.
14 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 14.
Problem.—To make marmalade.
Points to be brought out——In a marmalade, although the fruit is
much more finely divided than in the case of preserves, the fruit and
juice should remain distinct.
Reference.—U. S. Dept. Agr., Farmers’ Bul. 203.
Correlation.—Arithmetic: Compare the cost of marmalade and jelly.
Supplementary topic.—Discuss a plan for improving the quality of
homemade preserves, etc., in a community by means of local institute
or school of domestic science for farm women.
LESSON 15.
Problem.—To plan a cap and an apron to be worn during the daily
cleaning of the rooms.
Points to be brought out.—The purpose of the cap is to protect the
hair from dust. It can do this and at the same time be attractive.
The design should be such as will admit of easy laundering. Let the
students bring in designs to be discussed and from them make the
selections. (The choice of the design will depend somewhat upon
the experience of the class in sewing. In general, the simpler the
better.) The apron should cover the dress completely. The bunga-
low apron now so much used is of good design, is easily made, and will
serve to introduce the later work on a gown. (See Lesson 78.) It
is not necessary to buy a pattern for this apron, since the design is
very simple. The apron should be made of gingham in attractive
colors, with the cap to match. Emphasize especially the desirability
of atneat and attractive appearance while at daily work and the suit-
ability of specially planned work clothing, rather than soiled, cast-off
finery.
References.—Any current pattern book.
Correlation.—Arithmetic: Estimate the cost of cap and apron.
Compare them with the cost of ready-made caps and aprons as
priced in stores and mail-order catalogues.
Supplementary toprc.—Outline a plan for the purchase by a group
of 10 neighbors of a vacuum cleaner and gasoline engine to run it,
each person to have it for a day twice a month; estimate costs, suggest
rules for use, repair, transportation, etc.
LESSON 16.
Problem.—To wash with different kinds of soap in order to compare
their cleansing action, their effect on the color and appearance of
the garment, and their lasting quality. To test soaps for free alkali.
Points to be brought out.—Soap cleans by its emulsifying and dissoly-
ing action. Study the different soaps and washing powders available
and classify them according to their uses.
BODE CA ENS le aE Ne oF
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HOME ECONOMICS FOR SOUTHERN SCHOOLS. 15
References.—Rose, The Laundry, Cornell Reading Courses, 1 (1912),
No. 11, p. 117; any household chemistry.
Correlation.—English: The relative economy of the use of different
soaps and washing powders. Discuss ways of reducing the amount
of mud tracked into farm houses,including changes outside and inside
(as walks and doormats), personal habits necessary, etc.
LESSON 17.
Problem.—To make preserves, jams, and butters.- The points of
difference and the means of producing the different types.
Points to be brought out.—There is a definite standard for each of the
above products. By controlling the conditions under which the dif-
ferent fruit products are made we determine which of the products
shall result.
References.—U. 8S. Dept. Agr., Farmers’ Bul. 203.
Correlation.—Agriculture or Nature Study: The fruits available in
your community; best varieties. What new varieties might well be
introduced into your community or on your homestead ?
LESSON 18.
Problem.—Cut out and baste a dust cap and apron.
Pownts to be brought out—The material should be carefully cut with
long strokes of the scissors. The work is neater when the parts which
are likely to slip have been carefully basted. We should not, how-
ever, baste unnecessarily.
References —Directions sent out by leaders of canning clubs. Any
good book on sewing.
Correlation—English: Write a description of cap and apron and tell
how they are made. -
LESSON 19.
Problem.—To discover the effect of soaking cucumbers in brine’
Weigh the cucumbers, place them in the brine, weigh them every day
for several days, and note their loss of weight and the change in their
appearance. Put into brine the material for the pickles to be made
in the later lessons.
Points to be brought out.—Salt, and sometimes sugar, may be used
to draw the surplus water from fruits and vegetables which we wish
to preserve by the use of sugar, spice, and vinegar. When the mate-
rial is finely divided, the water may be extracted by mechanical
pressure. This is a good time to show the effect of the very com-
mon practice of soaking the fresh sliced cucumbers in salt water
before serving. The salt draws the water from the cucumbers,
toughening them and rendering them less rather than more digestible.
References —U. S. Dept. Agr., Farmers’ Bul. 521; Office Expt.
Stas. Bul. 245, pp. 87-90.
Correlations —Botany: Osmosis in relation to vegetable cells.
Agriculture: The varieties of cucumbers and their culture.
83933°—Bull. 540—17——3
2
16 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 20.
Nors.—A series of lessons on mending has been planned, the object of which is
not only to teach the girls how to mend but to give them definite standards for the care _
of their clothes and to develop in them the habit of keeping their clothes in order.
It therefore seemed desirable to distribute the lessons over the school year rather
than to have them all together. An attempt has been made in these lessons to
include all the types of mending which the girls will find useful and to introduce
them in the order in which they seem most likely to arise. The girls should, if pos-
sible, at each of these lessons bring in any clothing that needs attention. According
to the discretion of the teacher instruction may be given to the girls individually,
or the individual needs may be made the basis of a class discussion.
Problem.—To outline the essential points in the daily care of
clothing, with demonstrations, as of brushing, folding, etc. To darn
stockings.
Points to be brought out.—Putting clothing away carefully does
much to preserve its appearance. Neatness is essential. Frequent
brushing and pressing do much to prolong the life of clothes.
Reference.—Textbook on clothing.
Correlations.—English: Write a story proving that a stitch in
time saves nine. Arithmetic: Estimate costs, including the factor
of time, of mending your own clothing, and the clothing of a family |
of six. 2 |
LESSON 21.
Problem.—To make soap, using, if possible, alkali leached from
wood ashes.
Pownts to be brought out.—Soap is made from a combination of lye
with fat. When these are combined in the correct proportions, the
reaction of the soap is neither acid nor alkaline.
References.—Rose, The Laundry, Cornell Reading Courses, 1
(1912), No. 11. Ask the mothers. ?
Correlation.—Arithmetic and English: Calculate the time neces-
sary to make soap and the cost. Is the factory product cheaper?
What is “chip soap”? Make a drawing of a pump or water pipe,
with a flexible hose to fill the tubs; also of a stopcock at bottom of
tub to empty it. Describe.
LESSON 22.
Problem.—To remove the vegetables from brine and start making
the pickles.
Povnts to be brought out.—The liquid in which the pickle is pre-
served is intended both to prevent decay and to give flavor. Unless
the vegetable material is finely divided it must be heated in order to
have the liquid penetrate. Finely divided pickles may be preserved
raw if the pickling solution has sufficient antiseptic power.
Reference.—Same as in Lesson 19.
Correlation.—Arithmetic: Calculate the cost of the pickle.
Sade BE Sy aa )S me
ye ee £
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 17
Supplementary topics.—List the seasonal work in a household— |
i. e., tasks in addition to daily and weekly routine; for which should
men of household help or hired help be secured? How many hours
a day is it wise to work, thinking of a well-balanced life?
LESSON 23.
Problem.—To clean and care for a sewing machine.
Notr.—This lesson is introduced at this point, as the machines have not been
needed to any considerable extent up to thistime. The first few lessons have served
to introduce some of the problems involved in its use. The teacher should demon-
strate carefully the cleaning and oiling of the machine and the essential points in
changing the tension, etc. Each girl should have charge of a machine for a stated
time.
Reference.—Book of instructions with machine.
Correlation.—English: Write a set of rules for the routine care of
amachine. Costs of various machines (get catalogues). Can a gaso-
line engine be arranged to run the sewing machine? Make a draw-
ing to show how.
LESSON 24.
Problem.—To finish the pickles.
Points to be brought out.—It is necessary to have every bit of pickle
completely covered by the preserving fluid.
References.—U. 8. Dept. Agr., Farmers’ Bal. 521; Office Expt. Stas.
Bul. 245, pp. 87-90.
oration, —HEnglish: Compare cost of factory and homemade
pickle. What light does this throw on value of woman’s home work ?
LESSON 25.
Problem.—To score all food products preserved so far. Study the
preserve closet. Prepare for a demonstration and exhibit for the
neighboring women, to be held on a Saturday.
Points to be een out.—There are definite standards to which
these different food products should conform. The preserve closet
should be kept in order and should be so arranged that all its con-
tents are accessible.
Reference.—Univ. Mo. Bul., 15 (1914), No. 7, The Preservation of
Food in the Home.
Correlation.—English: Draw a plan and make out specifications
for a preserve closet: give reasons for its distinctive features. |
LESSON 26.
Problem.—To work on apron and cap.
Supplementary topic.—Explain the relation of a public library to
the home life of its patrons. What does it do for them? Can loans
of books be secured by your community from your State, county, or
other library ?
_
18 BULLETIN 440, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 27.
General review.
LESSON 28.
Problem.—To finish apron and cap.
Supplementary topics —How might six neighbors organize a maga-
zine club, each subscribing for one magazine and exchanging, so as
each to get the use of allsix? Draw up plan, list of magazines, costs,
rules for ordering, for exchange, etc.
LESSON 29.
Problem.—To sterilize petri dishes and plate. Pour tubes of agar
into petri dishes for experiments in the next lesson.
Notre.—The tubes of agar should be prepared by the teacher or an advanced class.
Points to be brought out.—For any material to remain aseptically
clean it must not be touched by anything which has not been sterilized.
Reference.—Any good bacteriology of the household.
LESSON 30.
Problem.—The weekly care of the bedroom. On the day usually
devoted to this work the room should be carefully cleaned and an
account written of the various steps, with the reasons for them. The
following experiments with the petri dishes are suggested to make
the reasons for the various steps in the cleaning process more clear:
Expose 12 petri dishes as follows: (1) Immediately after sweeping
a carpet, (2) immediately after sweeping a bare floor, (3) one-half
hour after sweeping, (4) one hour after sweeping, (5) one and one-
half hours after sweeping, (6) two hours after sweeping, (7) after
dusting with a feather duster, (8) after dusting with a dry cloth, (9)
after dusting with an oiled cloth, (10) after making a feather bed,
(11) after brushing a skirt in the room, and (12) after brushing shoes
in the room.
Note.—The purpose of these lessons is to give directions for the care of the room.
Stress just those points which seem to be most needed by the different girls. These
experiments can be outlined on any convenient day and the plates exposed whenever
the rooms are cleaned.
Points to be brought out.—A bare floor is more sanitary than a car-
peted one. In sweeping we should aim to collect and remove dust,
not to scatter it. A sufficient time should be allowed after sweeping —
to insure the settling of the dust. An oiled cloth is best for collecting
dust. Making a bed, brushing a skirt, and brushing shoes all serve
to distribute dust and bacteria in the room.
Reference.—Watson, Rules for Cleaning, Cornell Reading Courses, 1
(1942)> Nox 23.
Correlation.—English: Write an account of the ways that girls pol-
lute the air of their rooms unnecessarily. Make constructive recom- —
mendations.
Le
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 19
LESSON 31.
Problem.—To prepare oil dusters and equip a cleaning closet
There should, if possible, be a cleaning closet accessible to the girls
on each floor of the dormitory or of the home. If this is already
equipped, the equipment should be carefully gone over and put in
order. The girls should be responsible for seeing that it is kept in
order. This furnishes a splendid opportunity for the study of equip-
ment for cleaning.
Points to be brought out.—Time is saved in cleaning and the work
is better done if good apparatus is provided. A cleaning closet is
desirable for then we know where to find our cleaning appliances.
Reference.—Watson, Rules for Cleaning, Cornell Reading Courses, 1
(1912), No. 23.
Correlation.—English: Write a description of and estimate the cost
of equipping a cleaning closet. List costs of improved cleaning appli-
ances—dustless dusters, carpet sweepers, and hand vacuum cleaners.
Would the gasoline engine used on milk separator and washing
machine run a vacuum cleaner? How? (Get catalogues and prices.)
LESSON 32.
Problem.—To make vinegar.
Points to be brought out—Microorganisms are not always harmful
in the household. By controlling them properly we may make them
useful. We may use them in the making of vinegar.
_References.—U. S. Dept. Agr., Farmers’ Buls. 233*, p. 28; 276*,
28:
Supplementary topic.—English: Beekeeping, a vocation for farm
women. (Secure Farmers’ Bulletins, catalogues.)
LESSON 33.
Problem.—A summary of the uses to which we may put micro-
organisms in the home.
Points to be brought out.—The importance of microorganisms in the
ripening of cream and cheese, and in bread making.
_Excursion.—Visit the school dairy or a near-by creamery and see
how the milk is ripened with a starter, and, if possible, watch the
process of cheese making.
Correlation.—English: Write an account of the excursion.
Supplementary topic.—Methods of organizing cooperative cream-
eries. What household work might be handled cooperatively?
Could washing? (See Journal of Home Economics.)
LESSON 34.
Problem.—Make short-process bread, using compressed yeast if
available. If there is a bakery in the vicinity the yeast can usually
be procured there, which grows very rapidly when the yeast is fresh.
20 BULLETIN 40, U. S. DEPARTMENT OF AGRICULTURE.
Points to be brought out—The time required in making the bread,
other conditions being the same, is directly dependent upon the
amount of yeast used. ;
Reference.—U. S. Dept. Agr., Farmers’ Bul. 807. Textbook on
foods.
Supplementary topic.—Essay on the Baking Industry in your home
community in its relation to your home. What does it do, what
might it do, for your home ?
LESSON 35.
Problem.—Examination of the petri dishes exposed in the lesson
on cleaning (p. 18). So far as possible, distinguish between the
bacteria and yeast on the one hand and the molds on the other.
Points to be brought out—The plates exposed at different lengths
of time after sweeping show that the microorganisms have not com-
pletely settled until about two hours after sweeping. There is danger —
of distributing disease germs when we brush shoes and skirts in the
room.
Reference—Any book describing bacteria, yeasts, and molds.
Supplementary topic—English: Describe the arrangements which
you would suggest, in an ideal household, for cleaning shoes and
clothing.
LESSON 36.
Problem.—To wash the individual towels from the bathroom. List
the processes involved.
Points to be brought out.—Boiling is valuable as a means of cleansing
and as a means of disinfection. It is possible to transmit disease by
‘means of garments, towels, etc. Fresh air and sunlight are valuable
disinfectants. Bluing is used to neutralize the slight yellow color
which comes as the natural result of the action of hot water and
alkali on the textile fabrics. Only a shght amount is necessary for
this. More is used to cover up careless work and gives a dirty, dingy,
blue color to the clothing. Kinds of bluing: (1) Indigo—little used;
(2) Prussian blue, an iron compound, frequently causes iron rust
stains; (3) ultramarine blue, a mineral compound, used in suspen-
sion; and (4) aniline blue, a coal-tar product, the cheapest and most
common type of blung. Test and identify the bluings ordinarily
used. |
References.—Rose, The Laundry, Cornell Reading Courses, 1 (1912), .
No. 11. Any good book on home laundry work.
Correlation.—Chemistry: Methods of identifying the different
bluings.
LESSON 37. -
Problem.—To make short-process bread into coffee cake, cinnamon
rolls, Swedish tea rolls, Sally Lunn, ete.
Points to be brought out.—Necessity for practice m handling the
dough and managing it so as to promote the growth of the yeast.
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 21
__ Short-process bread is usually lacking in flavor and a little cinnamon
and sugar will conceal the absence.
Reference.—Any good book on food preparation.
Correlation.—English: Write a description of how each of the above
products should be made.
LESSON 38.
Problem.—Study of yeasts and conditions under which they live
best. Study the forms in which they may be obtained. Start sponge
from yeast foam.
Reference.—U. 8. Dept. Agr., Farmers’ Bul. 807.
Correlation.—English: Write a story of a cake of yeast. é
LESSON 39.
Problem.—To make bread, using sponge from the dried yeast, the
so-called yeast foam. Use bread mixer.
Points to be brought out.—In the dried yeast cake the yeast is in a
dormant state. It must have time to get started, therefore we soften
the cake with luke-warm water and let it grow in the sponge. Dried
yeast is used almost exclusively m the country because it does not
deteriorate rapidly. The bread should be formed into loaves which
are not too large to permit of proper baking.
Reference.—Textbook on food.
Notre.—Do not let the students get the idea that compressed yeast can not be
used in making long-process bread.
Correlation.—English: Describe the different kinds of yeast avail-
able, with prices. |
LESSON 40.
_Problem.—To score bread and review all the ae eeeled 3 in its
making.
Points to be brought out.—If good bakery bread may be ape it
is Sometimes uneconomical to Sunk bread at home. ‘The cost of fuel
and the value of the worker’s time must be taken into consideration.
_ Reference-—Any good book on food preparation.
Correlation.—Arithmetic: Compare the cost of homemade and
baker’s bread.
LESSON 41.
_ Problem.—To inspect kitchen linen and make additional toweis, if
any are necessary. 7
Points to be brought out.—There should be an adequate supply of
dish towels and cloths. Both should be neatly hemmed. ‘The best
materials are those which absorb water easily and leave no lint.
Correlation.—Arithmetic: Determine the amount of kitchen imen
necessary for a family of six and estimate the cost.
22 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 42.
Problem.—To grow yeast.
Points to be brought out.—Yeasts are grown, not made.
References —Any old-fashioned recipe book. Ask mothers for
method they have used.
Supplementary topic.—Discuss possible ways of shortening the work-
day of the farmer’s wife. Is it longer than the man’s day? Will
shortening his help hers ?
LESSON 43.
Problem.—To make bread from yeast grown in different ways and
to compare the resulting flavors. Start sponge for the salt-rismg
bread. (See next lesson.)
Points to be brought out.—The yeasts grown in the different ways may
affect the flavor of the bread through some constituent which in itself
may change the flavor, or through the retarding action of some one
constituent on some of the microorganisms which may enter the brew.
The sponge must contain an abundance of carbohydrate material, part
of which is in soluble form, and sufficient nutritive material for the
growth of the yeast. Hops are added as an antiseptic.
Correlation.—English: The yeast industry, the wheat belt, the flour
industry.
LESSON 44.
Problem.—To make salt-rising bread.
Points to be brought out.—Bacteria may be used as well as yeast im
the production of gas to make bread hight. Cornmeal is used in the
household as a source of these organisms when we make salt-risit.g
bread. We always find in conjunction with them certain other organ-
isms which give the typical flavor to the bread. Salt is used in this
bread to prevent the growth of some undesirable organisms. Milk is
essential as food for the bacteria. They grow best at a higher tem-
perature than yeast. This bread has a distinct flavor very much
liked by some.
Suggestion.—This can be made into a loaf or served hot in the form
ofrolls. Itis especially desirable for toast. Baking it in small baking
powder tins gives the whole loaf a brown crust and insures round,
well-shaped slices.
Supplementary topic.—Breads of different lands. Stoves of dif-
ferent lands.
LESSON 45.
Problem.—To finish the work with the kitchen linen. It should all
be marked and put away in an orderly manner. ‘The first-year stu-
dents may have the task of keeping the kitchen linen in order for the
year.
Povwnts to be brought out.—Linen should be carefully marked and the
date of its acquisition added so that we may know how long the dif-
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 23
ferent kinds wear. A linen closet should be planned so that the dif-
ferent kinds of linen can be kept separate and a person can tell at a
glance just what is lacking.
LESSON 46.
Problem.—How to keep well.
Points to be brought out.—Health is that condition of the body and
its organs necessary to the proper performance of their normal func-
tions. Disease is a pathological or abnormal physiologic state.
Kinds of disease: (1) Autogenic, those which arise in the body—indi-
gestion, rheumatism, gout, nervousness, etc.; (2) contagious, those
which are due to micro-organisms coming from the outside. Pro-
phylaxis is the use of hygienic or other precautions for the prevention
of disease. It may consist of (a) disinfection, (b) keeping the body
in healthful condition so that it may resist the attacks of disease-
producing microorganisms. Means of keeping well and strong: (1)
Eating proper food in proper amounts, (2) getting sufficient fresh air
and exercise, and (3) maintaining cleanliness inside the body and out-
side. It is our duty to keep well. We become ill when we disobey
the laws of nature.
Reference.—Any good book on personal hygiene.
Supplementary toprc.—Hstimate in dollars and cents the cost to the
family of the illness of some person whom you know. How is sickness
a cost to the community? What does your community do to protect
its members against sickness ? :
LESSON 47.
Problem.—General summary and review of bread.
LESSON 48.
Problem.—The relation of food to health.
Points to be brought out.—Food is probably the most important
factor in the question of health. We should have it in proper kind
and amount. Meals should be properly distributed throughout the
day. The dangers from eating between meals are due to lack of
sufficient intervals of rest for the stomach and also to the fact that
food taken in this way is likely to take away the appetite for
the regular meals. Girls who indulge in candy and sundaes between
meals are liable to be undernourished. We need to study the food
question carefully not only because certain autogenic diseases are
the direct result of improper food, but because improper food lowers
the body resistance and makes us more susceptible to contagious
diseases. One of the best means of preserving heaith is the right
choice of food.
Reference-—Any good book en food and nutrition.
83933°—Bull. 540—17——4
24 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
Correlation.—Chemistry: Compare the composition of the body —
with that of some typical foods.
Supplementary topic—What books on food should a housewife
have? Plan the entire library of an ideal farmer’s family. What
general subjects would be included in such a library ?
LESSON 49.
Problem.—To bake apples and to cook cranberries.
Points to be brought out-—Apples cook more quickly with the skins
on and the coresremoved, Water is unnecessary in most cases. The
skin keeps in the steam and the volatile flavors. Apples which have
been pared and cooked without any water in the fireless cooker
approximate baked apples in flavor. In cooking cranberries we add
the sugar at the beginning of the operation if we wish the berries to
hold their shape, at the end if we wish to make a sauce of them.
Fruits are very valuable in the daily dietary, because they furnish
mineral matters and mild acids, and should appear in some form other
than rich preserves at least once daily. |
Reference —U. S. Dept. Agr., Farmers’ Bul. 293.
Correlation.—Chemistry: Make a list of some of the chemical
elements which are important constituents of fruits and list the
fruits in which they are present in the largest amounts. English:
List and discuss varieties of apples available in your community.
What kinds would you like on your farm ?
LESSON 50.
Problem.—To study the relation of fresh air and exercise to health.
Points to be brought out.—Stress the value of fresh air and exercise.
Night air is not harmful. It has been proved that outdoor sleeping
even in cold climates increases the resistance to disease and renders
one less susceptible to colds.
Reference-—Book on personal hygiene.
Correlation.—Physical training: Make out a weekly schedule which
will furnish exercise of the proper type in the required amount; men-
tion outdoor fun which a neighborhood group or a family group can
occasionally enjoy together.
LESSON 51.
Problem.—To study the relation of personal cleanliness to health;
toilet soaps. |
Points to be brought owt.—Personal cleanliness is necessary for the
best health. It includes daily bath to remove perspiration, oil, etc.,
from the skin; care of teeth; care of hair; sufficient changing of cloth-
ing; and keeping the digestive tract clean. Constipation is the root of
many ils. The purpose of the daily bath is to keep clean, not to get
clean. The bath furnishes exercises to the skin. If one can stand the
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 25
effect of a cold plunge, it decreases considerably the tendency to catch -
cold. Toilet soaps should never contain a large excess of alkali.
They should be made of pure fat. Perfume is frequently used to
hide poor materials in soap making. The amount of water present
in the soap determines the hardness of the latter. Since the way in
which soap ‘‘spends’’ depends upon this hardness, it is wise to let the
cake stand exposed to air for a while before using it.
References.—Books on personal hygiene and household chemistry.
Correlation.—English: Outline ways in which running water can
be put into a detached farmhouse; ashower bath improvised. Deter-
mine the difference in the time a soft cake of soap lasts compared with
a hard cake of the same kind.
LESSON 52.
Problem.—To cook dried fruit.
Points to be brought out.—Slow cooking helps to soften dried fruit
and makes it absorb more completely the water lost indrying. Soak-
ing is valuable as a means of decreasing the length of time necessary
for cooking.
References.—Langworthy: Raisins, Figs, and Other Dried Fruits,
and Their Use, U. S. Dept. Agr. Yearbook Separate 610; Farmers’
Bul. 771.
Correlation.—Arithmetic: Determine the percentage of water ab-
sorbed in cooking soaked and unsoaked dried fruit. Compare the
composition of cooked dried fruit with fresh fruit.
Supplementary topic—tlList the kinds of dry fruit available, with
prices. (Stores and catalogues.)
LESSON 53.
Problem.—¥ood as building material.
Points to be brought out.—Food does two things in the body—it fur-
nishes energy and it furnishes the material from which the body fluids
and tissues are formed. About 6 per cent of the body is made up of
mineral material, and unless this is supplied in the food we soon see
the effects of such a deficiency. It is ordinarily conceded that suffi-
cient mineral matter is present in the diet as usually selected. This
is true only if we select our foods wisely and prepare them so as to
retain as much as possible of this mineral material.
References.—U. 8. Dept. Agr., Office Expt. Stas. Buls. 185 and 227.
Oorrelation.—Chemistry: List the elements present in the body.
Divide them into two groups, acidic and basic.
LESSON 54.
Problem.—To prepare mashed potatoes. These should be cooked
in different ways—baked, boiled with the skin on, boiled with the
skin off, and boiled after being peeled and cut into cubes. Cream each,
26 BULLETIN 0, U. S. DEPARTMENT OF AGRICULTURE.
adding the same proportion of seasoning in each case. Compare as
to flavor. If time and the following vegetables are available, compare —
also the flavor of tomatoes baked in their skins with stewed tomatoes, ~
and beets baked in a tightly covered casserole with beets boiled in
the usual way. (Unless the beets are very tender, the addition of a —
very small amount of water may be necessary.)
Points to be brought out—Many of the flavoring principles of vege-
tables are volatile and are soluble in hot water. In baking a large
portion of the volatile flavor is held in by the skin. Only those vege-
tables which have a natural protective covering and contain suff-
cient water to hydrolyze the starch and cellulose present can be suc- —
cessfully baked without an artificial outside cover such as a casserole
or a paper bag. A tight casserole is better than a bag, because the
vegetable can be served in the dish in which it is prepared. When ~
vegetables are boiled and the liquor is poured off some of the nutritive
material and much of the mineral salts are lost. |
References.—U. S. Dept. Agr., Farmers’ Buls. 256 and 295; Office
Expt. Stas. Buls. 43* and 45*.
Correlation.—Chemistry: Make lists of the vegetables in which
given elements predominate.
Supplementary topic.—English: Describe the vegetables which you
have eaten and the ways in which they were prepared. What vege-
tables would you like to add to your kitchen garden at home?
LESSON 55.
Problem.—Making a bed, its daily care, and a study of the essential
bed clothing.
— Points to be brought out—The bed should be aired each day. The ©
bedclothes next the sleeper should be frequently changed, since they
are likely to be soiled from contact with the body. In no case should
we use bed clothing next us which can not be frequently washed.
Characteristics desirable in bed covers are warmth and lightness.
Reference.—Any good book on household management or care. |
Correlation.—English: Make a list of the bed clothing desirable for —
a family of six and estimate the cost. Discuss metal bedsteads
versus wood; different kinds of mattresses, bed springs. (Visit
stores and consult catalogues.)
LESSON 56.
Problem.—To put clothing in order and pack it properly for the
holiday trip home. Any suits or dresses to be taken should be care-
fully pressed.
Points to be brought out—All garments should be examined to see
that they are in perfect repair. Sew on any loose fastenings. In ~
packing all garments should be carefully folded so as to make as few —
HOME ECONOMICS FOR SOUTHERN SCHOOLS. ail
wrinkles as possible. Rolls of tissue paper or soft garments are fre-
quently put between the heavier folds to prevent deep creases. The
secret of successful packing les in careful folding and in packing
tightly, also securing the clothing in some way so it will not slide
about. Well-packed garments can be taken out unwrinkled and
ready to wear. Spois on askirt are usually caused by the accumula-
tion of dust in grease. The grease may be removed by the action of
a solvent or by absorption.
Correlation.—Chemistry: Test the solubility of fat.
LESSON 57.
Problem.—To prepare the strong-flavored vegetables—cabbage, tur-
nips, and onions.
Points to be brought out.—Much of the objectionable flavor of some
vegetables can be avoided by cooking in an open vessel. Have the
same vegetables cooked with the cover of the vessel on and some
with the cover off. Discard all the liquor from some, retain the
liquor which is poured off from others, concentrate to reduce the bulk,
and further volatilize the flavor and use with suitable seasoning to
make a sauce for the vegetable. In all the lessons on vegetables
have them well seasoned and attractively served. Emphasize the
lack of fat in vegetables and the value of adding it as seasoning. In
communities in which olive oil is used it gives a distinctive flavor
which is very much liked. One of the charms of Italian and Grecian
cooking comes from the use of olive oil. Well-made cottonseed oil is
also good.
References.—U.5S. Dept. Agr., Farmers’ Bul. 256; Office Expt. Stas.
Bul. 245.
Correlation.—English: Discuss canned versus fresh vegetables; the
facilities and value of methods for the household storage of vegetables.
LESSON 58.
Problem.—To prepare vegetables suitable for the Thanksgiving
dinner. In this lesson the aim is to give the girls some suggestions to
carry home with them. As many different ways of preparing vege-
tables as possible should be tried. Each girl should try at least one
while at home and report upon its success. We should try to honor
the occasion by using vegetables in unusually attractive ways.
References.—U.8. Dept. Agr., Farmers’ Bul. 256; Office Expt. Stas.
Bul. 245; Bureau of Education, Manila, Bul. 35 (Supt. of Documents,
Washington, D.C.). Any good recipe book, especially one compiled
in the vicinity.
Correlation. English: Essay: (1) The Holidays, Festivals, and
Birthdays, etc., of an American family, with suggestions for observ-
ances. (2) What can the family do to develop in its members the
religious spirit which is at the basis of Thanksgiving Day ?
98 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 58.
Problem.—To prepare some vegetable for the Thanksgiving dinner.
This is to be done at home and a written report submitted at the next
meeting of the class.
LESSON 60.
Problem.—To put away summer clothing. (To be done while at
home and a written report handed to the teacher.)
Points to be brought out.—Ali should be cleaned and mended. All
buttons should be in place. Cotton and linen garments should be put
away without starch and rough dried; all others should be carefully
pressed and folded, and as far as possible each garment should be
ready to wear when taken out.
Reference.—Handy and Pract. Farm Libr. [Missouri], Mo. Bul., 13
(1915), No. 2.
Correlation.—English: What magazine seems to you to have the
best discussions of dress; why? What magazines would you suggest
for a farmer’s family composed of father, mother, boy of 16, girl of 12,
boy of 10, assuming that they have $15 a year for magazines? Give
reasons for your choice. - |
LESSON 61.
Problem.—Christmas sewing. Six lessons are given over to the
Christmas sewing. No special outlines will be worked out for these
lessons. ‘The aim of these lessons should be to foster the true Christ-
mas spirit and at the same time to furnish practice in some of the
fancy stitches.
Points to be brought out.—In the making of Christmas gifts every-
thing should be either useful or beautiful, wherever possible both.
Emphasize especially the utility of the gift and it adaptation to the
person for whom it is intended. Keep the expense down as much as
possible. Teach the pupils to use the materials at hand and those
which are available at shght expense.
Reference-—Handy and Pract. Farm Libr. [Missouri], Mo. Bul., 13
(1915), No. 2, pp. 21-29.
Supplementary topic.—Discuss principles underlying the exchange
of gifts between members of a family.
i LESSON 62.
- Problem.—To analyze the successes and failures in preparation of
vegetables at home and discuss the selection and care of vegetables.
Points to be brought out.—Fresh vegetables should be used as soon
as possible after gathering since the flavor changes on standing.
Crispness is a desirable characteristic. This crispness comes from
the presence of water and is lost with evaporation.
References.—U. 8. Dept. Agr., Farmers’ Bul. 375, pp. 24-28, 31-34;
Office Expt. Stas. Bul. 245, pp. 91-94.
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 29
LESSON 63.
General review.
LESSON 64.
Problem.—To make peanut brittle. It is better to make this by
simply melting the sugar without the addition of water.
Pownts to be brought out.—Dry heat melts sugar, changing it first to a
light brown sirup which hardens on cooling and is the basis of brittle
candies. If the heating were carried further there would be a con-
tinued browning and the material called caramel would be formed.
Water is given off during the process of melting.
Reference.—Any good book on food preparation or candy making.
Correlation.—Arithmetic: Calculate the cost of homemade peanut
brittle and compare it with the price of that bought at the store.
LESSON 65.
Start Christmas sewing. (See Lesson 56.)
Supplementary topic.—Make a working plan for the control of money
in the family. Should the father have sole control, or father and
mother plan jointly for expenditures? At what age should children
be told about family finances ?
LESSON 66.
Christmas sewing. (See Lesson 56.)
Supplementary toprc.—Many children are given a regular allowance
of money for clothing, for savings, for gifts. Write a story of a
girl’s allowance and what she did with it. What are the advantages
in having an allowance?
LESSON 67.
Problem.—To make fudge.
Points to be brought out.—In making fudge we dissolve the sugar and
other materials in water and cook until a definite concentration is
reached, then by beating we recrystailize the sugar, or, as we say,
make it ‘‘cream.’’ In these candies we wish the crystals to be very
small, so small that they can not be felt separately on the tongue.
We are able to do this partly on account of a change brought about
in the sugar during the cooking process, and partly by controlling
the conditions under which the crystallization has taken place.
The cooking changes are hastened by the addition of a weak acid.
If too much acid is added the change goes too far and the candy will
not cream at all. Does chocolate contain any acid? Brown sugar
and sirups contain in varying amounts the same material to’ which
sugar is changed on cooking, so when they are used acid is unneces-
sary. Wecontrol the crystallization by beating only after completely
eold, not stirring unnecessarily while cooking, and by keeping the
erystals which form on the upper part of the vessel from falling into
the cooking sirup.
30 BULLETIN 5340, U. S. DEPARTMENT OF AGRICULTURE.
Suggestion.—This would be a good time to give the test for sugar.
Have the girls test the candy in the usual household way to deter-
mine whether or not it is done, then take the temperature of the boiling
solution at this point. Record and compare very carefully the con-
clusions of the different members of the class.
Reference.—Same as Lesson 64.
Correlation.—Physics: The relation of the boiling point of a solu-
tion to its concentration.
LESSON 68.
Problem.—To classify candies and study the pemctpies under-
} thei tion.
ee ee LESSON 69.
Christmas sewing. (See Lesson 56.)
LESSON 70.
Problem.—To make fondant, applying the principles worked out
in the making of fudge.
References.—Same as Lesson 64.
Correlation.—Arithmetic: Estimate cost of fondant.
LESSON 71.
Problem.—To prepare Christmas decorations.
Points to be brought out.—Significance and spirit of Christmas. It
is not a time for show nor merely for the exchange of gifts, but a season
of happiness and good will to all.
References—Current magazines; Betts, The Christmas Festival,
Cornell Reading Courses, 3 (1913), No. 53.
Correlation.—English: Write Christmas stories.
LESSON 72.
Christmas sewing. (See Lesson 56.)
LESSON 73.
Problem.—A consideration of the place and value of candy in the
diet.
Points to be brought out—Sugar yields energy but no protein.
Since it satisfies the appetite very readily, its free use may result in
one’s not taking a sufficient amount of other more important foods.
On this account it should not be eaten before the meal but afterwards.
Sugar may cause teeth to decay partly because the person who eats
excessive amounts of sugar is not getting the right amount of mate-
rial—mineral matter—to build teeth. We can not keep well and
strong when we allow sugar to take the place of the protem which
builds muscle or of the vegetables which supply mineral matter.
References.—Same as Lesson 64; also U. S. Dept. Agr., Farmers’
Bul. 535, pp. 26 and 30.
.
;
.
:
|
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 31
LESSON 74.
Problem.—To make fondant. Duplicate as far as possible candies
seen in the stores. Caramels, taffy, and divinity should be prepared
this lesson. If it seems desirable and there is time, an extra outside
lesson might be given on candy. In this all the girls would be
interested. The candy might be sold or, in keeping with the holiday
spirit, might be given to the poor in the neighborhood, or the students
might furnish their own materials and take home with them the
candy so prepared.
References.—¥Food text. A good recipe book.
LESSON 75.
Christmas sewing. (See Lesson 56.)
LESSON 76.
Problem.—To outline a plan by which an account can be kept of the
expenditure of time and money.
Points to be brought out—We must keep accounts in order to be
able to tell whether we are getting adequate returns from our expendi-
tures. We should keep account of the expenditure of time as well as
money.
Reference.—Book on household management.
Correlation.—English: Home accounts as related to farm accounts,
U.S. Dept. Agr., Farmers’ Buls. 511 and 572.
LESSON 77.
Problem.—To review the work on sugars, classify the sugars and
sirups.
References.—U. S. Dept. Agr., Farmers’ Buls. 535 and 653.
Correlation.—English: Write stories of sugar growing and manu-
facture, and beet sugar in the United States.
LESSON 78.
-Problem.—To plan a nightgown.
Points to be brought out.—The gown should be loose, simple, easily
made, and easily laundered. The trimming should be flat and dur-
able. The material should be soft and durable, without finish.
Suggestion for working out.——The kimono nightgown fulfills all
these conditions, especially when it is made from 40-inch material.
It is easily laundered. It may beironed flat or may be put through
themangle. If made of crepe, it needs no ironing.
Reference.—Any good book on textiles or clothing.
Correlation.—Arithmetic: Estimate the cost of the mightgown.
Drawing: Draw designs.
LESSON 79.
General review.
32
BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 80.
Problem.—To draft the gown.
Points to be brought out—Simplicity of the
drafting and the
advantage of adapting it to the individual figure.
C ee
Fic. 1.—Kimononightgown. Meas-
urements: Length of front—from
highest point of shoulder to floor;
length of underarm seam; bust
measure, loose. No drafting on
paper is necessary. Material—at
least a yard wide, and as long as
twice length of front pius twice
width ofhem. Foldin halfcross-
wise (line AB): Fold in half
lengthwise (line AC). Measure
down from line AB to bust line
(about 8inches). Draw DF par-
allel to AB=one-fourth bust plus
2 inches. HE (continuation of
DF. FH=2 inches) forms sleeve
seam. Bisect distancefromsleeve
to bottom of material (point G).
Draw linefrom F to G. Cut out
triangle and use to piece out bot-
tom (GKL), sewing straight sides
together. Measure GL equal to
underarm seam. Curve bottom.
Draw neckas desired. Remember
that the back of the neck should
be 3 inches higher than the front.
Reference—Any good book giving direc-
tions for drafting underwear. 3
Correlation.—Arithmetic: Keep accurate
account of the time spent on drafting and
making the different parts of the gown.
LESSON 81.
Problem.—To sew up the seams and hem
the gown.
Points to be brought out.—Neatness and care-
ful machine work are essential for beautiful
underwear. In the gown the French seam
gives the neatest finish. This should be
pinned and basted to msure evenness. After
some practice the seaming may be accom-
plished without the prelimimary basting, but
this should not be allowed until a certain de-
gree of proficiency has been attamed. The
hem should be turned and basted, then
stitched on the machine on the right side.
Reference—Handy and Pract. Farm Libr.
[Missouri],Mo.Bul.,13 (1915), No.2, pp.64-78.
LESSON 82.
Problem—To make cornstarch pudding.
Substitute other forms of starch for the corn-
starch and notice carefully any difference in
the resulting flavor and consistency. Deter-
mine whether or not flour could be used and
how much would be necessary to give the
desired consistency.
Points to be brought out.—Cooking at thes
temperature of boiling water aie: starch
palatable, and probably shghtly more digest-
ible. On this account the pudding is best
cooked at least part of the time directly over
the fire. The cooking may then be finished
in the upper part of the double boiler, where stirring is unnecessary.
References.—U. 8S. Dept.
recipe book.
Correlation.—English:
as food.
Agr., Office Expt. Stas. Bul. 202; a good
Discuss the different sources of starch used
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 33
LESSON 83.
Problem.—To finish the neck and sleeves of the gown.
Points to be brought out.—That neatness and simplicity are desirable.
The little machine scallops which come in dainty design make a neat
and inexpensive finish. Turn the raw edge of the gown one-eighth
of an inch toward the wrong side. Hold the narrow scalloped braid
that the scallop stands out beyond the edge and at the same time the
solid portion of the braid covers the raw edge of the turn. Care-
fully baste in this position and stitch with two rows on the right side.
Reference.—Same as in Lesson 81.
Supplementary topics—Discuss the storage of one’s personal
clothing; the proper distribution of articles in bureau drawers;
wardrobes with coat and dress hangers, etc., for both men and women
of family. Work out a plan for partitions in a bureau drawer to
store separately various kinds of things.
LESSON 84.
Problem.—Teo prepare cream toast, using flour to thicken the milk.
Points to be brought out—Dry heat dextrinizes starch, making it
more digestible. One tablespoonful of starch is equivalent to two of
flour in thickening power. Before adding starch to a hot liquid it is
necessary to separate the starch grains by suspending them in a cold
liquid.
References —Textbook on foods; any good recipe book.
Correlation.—Hnelish: List the dishes made with toast; tell how
to make some one dish which you would hike to try at home.
LESSON 85.
Problem.—To launder underwear which requires starch. It should
be left to the next lesson for ironing.
Points to be brought out.—The reasons for starching are (1) a glazed
surface keeps clean longer; (2) starch gives the material ‘‘body,”
increases its resistance to moisture, and makes it more attractive in
appearance. The. kinds of starch used are wheat, rice, and corn-
‘starch. Materials stiffened with wheat or rice starch are more
flexible than those stiffened with cornstarch.
Reference.—Any good book on home laundry work.
Supplementary topic.—Draw a plan for a home laundry and list
the appliances necessary, with prices. (Consult catalogues and
visit stores.)
LESSON 86.
Problem.—To iron the underwear washed during the last lesson.
Points to be brought out.—Materials which do not require ironing
save much time. Extra time is required to iron elaborately trimmed
underwear. Simplicity in trimming and design is desirable.
References.—Rose, The Laundry, Cornell Reading Courses, 1 (1912)
No. 11, pp. 142-146.
84 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
Correlation.—English: Estimate the amount of time required to
iron properly narrow ruffles used as trimming. What type of trim-
ming is most easily ironed and at the same time the most durable?
Describe different irons available for your home. Compare the cost
and the convenience of irons heated on the stove, by charcoal, wood
alcohol, etc.
LESSON 87.
Problem.—To make cream soups, using the vegetables which con-
tain very little starch, such as celery, cabbage, collard, cauliflower, or
any other green vegetables. :
Points to be brought out.—Cream soups are made in the same way
as a cream sauce except that the liquid instead of being entirely milk,
is composed of part milk and part the liquor in which the vegetable
has been cooked, with as much of the vegetable itself as can be
softened and rubbed through the strainer. The proportion of flour
necessary to make a soup of the consistency of thick cream is one
tablespoonful to each cup of liquid. As the amount of solid material
in the vegetable liquor is increased, the proportion of flour added
may be decreased. It is always necessary to add some flour, how-
ever, in order to prevent the heavy particles of vegetable from
settling. The proportion of butter added is usually the same as
that of flour. It depends in part, however, upon the flavor desired
and the part the soup is to play in the meal. (Leave cream tomato
soup until the milk lesson.)
References.—U. S. Dept. Agr., Office Expt. Stas. Bul. 245, p. 75;
text-book on foods.
LESSON 838.
Problem.—To study the relation of clothing to health.
Points to be brought out.—The primary purpose of clothing is pro-
tection, not ornamentation. Clothing should not be so tight as to
interfere in any way with freedom of movement. Shoes are made
to protect the feet and to facilitate walking, not to make it more
difficult. The clothing should be such as to admit of the proper
ventilation of the body.
Reference.—Textbook on clothing.
Correlation.—Knglish: Write a composition comparing American
and Chinese styles.
LESSON 83.
Problem.—To make a bowl of palatable potato soup, and a variety
of other cream soups from any available vegetables.
Points to be brought out.—The value of cream soups as a means of
utilizing skim milk on the farm. A cream soup may be made nutri-
tious enough for the principal dish at a meal. It should be made
very thin if it is to serve as the first course at a full dinner. In the
latter case whipped cream should not be added to the soup.
Correlation.—English: List all the different cream soups you have
ever eaten or heard of, and tell how to make one which you would
like to try at home.
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HOME ECONOMICS FOR SOUTHERN SCHOOLS. 30
LESSON 90.
Problem.—To plan a suit of underwear.
Point to be brought out.—The garments should be adapted to the
purpose for which they are intended. There is much chance for
improvement along this line.
References.—Clothing text. Handy and Pract. Farm Libr. [Mis-
souri], Mo. Bul., 13 (1915), No. 2. The intelligent study of any cur-
rent pattern magazine.
LESSON 91. :
Problem.—To draft the drawers. The design should have been
selected in the previous lesson.
References.—Same as in Lesson 90.
Suggestion.—A draft for circular drawers may very easily be
adapted from one for a circular belt or peplum. The latter may be
drafted as follows:
YL
A
9
dS
Ee ee
K— — us
FOLD
ke
a. b.
Fig. 2.—Directions for drafting circular belt: The measurements required are the waist measure and the
depth of the belt. Draw aline ofindefinite length (fig. 2a, XY). Onthisline mark point A ata distance
from X equal to one-third the waist measure. Using X as a center and XA asa radius, draw an indefi-
nite arc, AZ. On this are mark point B distant from A by one-half the waist measure. From A online
XY measure the depth of the belt and mark the point C. Using X asa center and with XC as a radius
draw an indefinite arc, CZ’. Draw a line from X to this are through B and mark the point of intersec-
tion D. ACDB equals one-halfthe belt. In cutting lay line AC on lengthwise fold of the paper or goods.
Directions for drafting circular drawers: Fold the pattern for circular belt as shown in figure 26 (AI-
CD-BH). Theline CD is folded in such a way that B isl4inches below A. Lay on paper 36 inches wide,
folded down the center. The fold CD should be placed upon a fold of the paper. From C measure the
length dosired for the side of drawers, that is, down over the hip (CE). With B as a center and
a radius equal to CE plus 1 inch, cut the edge of the paper at F. On the edge of the cloth measure
up from F 3 to 4 inches for the leg seam, and mark this point G. Connect A and G and B and Gas
shown in the illustration. This pattern represents one leg of the pair of drawers.
36 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 82.
Problem.—To prepare some typical cereal breakfast foods.
Points to be brought out.—The value of the fireless cooker in the
preparation of cereals. Cereals vary in composition according to the
kind and part of grain used.
References.—U.S. Dept. Agr., Farmers’ Buls. 105*, pp. 19-22; 237*,
pp. 14-18; 249, and 316*, pp. 17-19.
Correlation.—Arithmetic: Calculate cost of individual servings of
the various cereals.
LESSON 93.
Problem.—To prepare cornmeal mush, grits, hominy, and spoon
bread.
Points to be brought out.——The grits or small hominy should be pre-
pared by boiling as you would a very coarsely ground cornmeal.
The large pearl hominy requires several hours at the boiling point in
order to be sufficiently cooked. It lends itself especially well to prep-
aration in the fireless cooker. Save any of the mush, grits, and
hominy left for use at the next lesson.
References.—U. S. Dept. Agr., Farmers’ Buls. 298 (Hulled corn,
p. 21); 565 (Cornmeal mush, p. 10; Spoon cornbread, p. 19).
Supplementary topic.—Describe the construction of a homemade
fireless cooker; of an improvised one for use in camping.
LESSON 94.
Problem.—To use left-over cereals.
Pownts to be brought out—The mush or the grits from the last
lesson may be reheated by frying. (Farmers’ Bul. 565,p.11.) Reheat
the hominy in a skillet with a little fat. During the first part of the
operation the mass may be stirred. Toward the last, the stirring is
discontinued and a crust is allowed to form on the underside. In
serving, this side is turned to the top of the dish. Polenta, an Italian
dish, may be made from the mush by cutting it in slices in a baking
dish and then sprinkling it with grated cheese, salt and pepper, and
putting it in the oven until it is heated through and the cheese is
browned. The variety of ways in which we may serve cornmeal and
other corn products and the economy of cornmeal as a food should be
emphasized.
References.—U. 8. Dept. Agr., Farmers’ Buls. 298, 558*, and 565.
Correlation.—English: List all the commercial cereal products,
classify them in various ways. (Consult stores and catalogues.)
LESSON 95.
Problem.—To cut and seam the drawers.
Pownts to be brought out.—A fell made by machine on the right side
of the garment gives a neat, strong finish. There is no special advan-
HOME ECONOMICS FOR SOUTHERN SCHOOLS. . 837
tage in the hand fell except where the seam is curved, and the machine
will not make a flat finish.
Reference.—Same as in Lesson 90.
Correlation.—Arithmetic: Estimate the cost per hour of a sewing
machine which costs $25, lasts 20 years, and is used one hour a week.
LESSON 96.
Problem.—To wash woolen underwear.
Points to be brought out.—Strong alkalis dissolve wool. Weak solu-
tions dissolve only small amounts of the fiber, causing it to contract
or shrink. Use soap free from any excess of alkali. Very hot water
or sudden changes from water of one temperature to that of a very
different temperature is undesirable in the case of woolens. The
character of the wool fiber is such that it tends to mat if rubbed too
much. |
Reference.—Rose, The Laundry, Cornell Reading Courses, 1 (1912),
No. 11.
Correlation. —English: Write descriptions of the appearance of
wool fiber under the microscope.
Supplementary topic.—Discuss different plans by which running
water could be put into your house, or some other house of which
you know, and their comparative cost. (Consult Farmers’ Bulletins
and catalogues.)
; LESSON 97.
Problem.—To cook rice.
_ Points to be brought out.—In serving rice as a vegetable we wish to
have the grains separate rather than in a gummy, pasty mass. This
is accomplished by thorough washing to remove any adhering g particles
of starch, cooking rapidly in so much water that no stirring is neces-
sary, or by cooking in a smaller amount of water in the double boiler,
or the fireless cooker, and driving off the excess of moisture by heat-
ing after the cooking has been finished. These different ways should
be tried in class. Unpolished rice is more nutritious than polished.
_ References.—Bulletin on Texas and Louisiana Rice, Pass. and Ind.
~ Dept., Southern Pacific R. R., New Orleans, La.; Miriam Birdseye,
_ Rice and Rice Cookery, Cornell Reading Courses, 3 (1914), No. 55.
- Correlation. —English: Write stories of the way rice is grown.
_ Name different rice dishes you have known; describe the eee of
one you like. To what country do we owe rice?
LESSON 98.
Problem.—To make placket and band on drawers.
Points to be brought out.—A good placket for drawers may be made
with linen tape about three-fourths of an inch wide. (See Handy
__ and Pract. Libr. [Missouri], Mo. Bul., 13 (1915), No. 2, p. 68.) If the
__ Waistband is to be stitched on, apply it to the wrong side first, so that
38 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
the final line of stitching will come on the right side. Instead of a
band a flat, fitted binding or yoke about 2 inches wide may be used
around the top.
References.—Same as in Lesson 90. .
Correlation.—English: Write description of the different kinds of
plackets and their uses. Compare cost of home-made and ready-
made underwear. Is woman’s home work worth money ?
LESSON 99.
Problem.—Cereals and their value in the diet.
Points to be brought out.—Cereals contain all the necessary material
for the formation of the new plant. The outer layers contain the
largest proportions of mineral matter, and also of plant fiber; the
inner sections are richest in energy-yielding starch.
Reference.—U. S. Dept. Agr., Farmers’ Bul. 249.
Correlation.—English: Look up the countries in which the different
cereals are grown and list them. Could any new cereal be introduced
into your community ?
LESSON 100.
Problem.—To finish the bottom of the drawers, make buttonholes
and sew on buttons.
Points to be brought out.—¥inish the bottom of the drawers in the
same way as was done with the neck and sleeves of the gown. The
traditional finish, a ruffle, is not only more work in making and
difficult to launder, but is objectionable in that it gives an excessive
amount of fullness at a point where fullness is not desirable.
References.—Handy and Pract. Farm Libr. [Missouri], Mo. Bul., 13
(1915), No. 2, pp. 70, 71; clothing text.
Correlation.—English: Discuss simplicity in dress. How far is
the elaborateness, which means extra work, justifiable in woman’s
dress ?
LESSON 101.
Problem.—Wash a wool sweater.
Points to be brought out.—A neutral soap must be used, since an excess
of alkali injures the fiber. The water used should not be too hot,
and the successive waters should be of uniform temperature, for rapid
expansion and contraction of the fibers tend to cause felting and
shrnking. Too much rubbing also tends to felt or mat the fibers.
Reference.—Any good book on home laundry work.
Correlation.—English: Find cost for power-driven washers of
various types—cost per week. (Consult catalogues for laundry
equipment. )
LESSON 102.
Problem.—To prepare tapioca, macaroni, and spaghetti.
Pownts to be brought out.—These are often prepared in an unappe-
tizng way. We should aim to season them well and not allow them
J
-
£
‘
+
|
;
:
5
|
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 39
to become too dry. Macaroni should be cooked until tender in boil- |
ing, salted water. A good way to serve it is to put layers of the
boiled macaroni in a baking dish with cream sauce and cheese between,
cover with buttered bread crumbs, and bake.
References.—Textbook on foods; any good recipe book.
Correlation.—English: Write description of the process of manu-
facture of these cereal products.
LESSON 103.
Problem.—To select a design and pattern for a princess slip or a
one-piece garment to take the place of corset cover and skirt. To
determine the size required.
Points to be brought out.—This furnishes a good opportunity for the
discussion of the value of patterns and the means of determining the
size needed. ‘Two or three sizes shculd be selected according to the
variations in the measurements of the different members of the class.
References.—Current fashion magazines. Reference in Lesson 90.
Correlation.—Arithmetic: Estimate in advance the amount of
material necessary and the cost; then keep a record of money and
time actually spent.
LESSON 104.
Problem.—To cook peas, beans, lentils, and cowpeas.
Points to be brought ovut.—Beans and peas soften more quickly
when cooked in soft water than when cooked in hard water, for the
calcium in the hard water unites with some of the protein in the
peas and beans to form a hard compound. It is sometimes possible
to soften water by means of baking soda, but since the cook can not
easily know how much soda is needed for the water in question, and
since the soda may injure the flavor of the food, it is perhaps better
to soften the water by boiling it previously if the character of the
hardness permits of its being remedied in this way, or to use rain
water.
Leferences.—U. 8. Dept. Agr., Farmers’ Buls. 121; 256, pp. 21-27;
559,
Correlation.—Chemistry: Action of soda on hard water. English
or agriculture: Discuss a plan for a vegetable garden for your own
homestead.
LESSON 105.
Problem.—To adapt the pattern to the individual girl and cut the
princess slip. 7
Points to be brought out.—Kach girl should cut a duplicate of the
pattern which is nearest her size and adapt it to her measures. The
slip should be carefully fitted before seaming on the machine, and
E any necessary corrections made in the paper pattern.
40 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
Reference—Handy and Pract. Farm Libr. [Missouri], Mo. Bul., 13
(1915), No. 2, pp. 53-57.
Supplementary topic—Make an inventory of your own wardrobe,
with costs, for your own information.
LESSON 106.
Problem.—To fit and seam the princess slip.
Points to be brought out.—French or felled seams are the most
_ satisfactory. For the back either the hemmed or the faced placket
may be used since either fits smoothly.
Reference—Handy and Pract. Farm Libr. [Missouri], Mo. Bul, is
(1915), No. 2, p. 68.
Supplementary topic.—Child labor and the cotton industry, on the
plantation and in the mill.
LESSON 107.
Problem.—To cook legumes in any special way.
Points to be brought out.—Legumes are not to be scorned. A little
care in their preparation makes them valuable and appetizing addi-
tions to the dietary.
References.—U. S. Dept. Agr., Farmers’ Buls. 121; 256, pp. 21-27;
and 559.
Correlation.—English: Write on the raising of some one legume
which your family has not usually raised.
LESSON 108.
Problem.—To discuss the value of the legumes in the diet.
Points to be brought out.—Legumes are valuable as a source of
protein in the diet and on this account are useful as a substitute
for meat. They also contain mineral salts which the body needs.
References.—U. 5S, Dept. Agr., Farmers’ Buls. 121; 256, pp. 21-27;
and 559.
Correlation.—Arithmetic: Calculate the cost of definite amounts
of protein obtained from one of the legumes. Compare with the
cost of equal amounts of protem from meat.
LESSON 109.
Problem.—To make soups from peas and beans. Use either
water or skim milk as the liquid. |
Points to be brought out.—Judicious seasoning and the addition of
fat are necessary in order to develop a desirable flavor. These soups,
especially those prepared with milk, have a high nutritive value.
References.—U. S. Dept. Agr., Farmers’ Buls. 256, p. 25; and 559,
peas
Correlation.—Agriculture: The relation of legume crops to renewal
of soil fertility. Plan a rotation of crops including a legume. What
legume crops have been raised in your community? What would
be good for your farm ?
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 4]
; LESSON 110.
E Problem.—Final fitting of the princess slip and turning of the hem.
Points to be brought out.—The bottom of the skirt should be pro-
tected in some way to prevent wearing. The traditional way is
with a dust ruffle, but this is not always desirable when worn with a
narrow dress skirt. In that case it may be better to use a small,
heavy machine-embroidered scallop or the zigzag braid which comes
for that purpose. |
Supplementary topic—What is the proper length of skirt for an
infant, for a girl of 8 years, of 14 years, an adult woman? Should
skirts ever trail on the ground? What is the ideal width for a skirt |
from the standpoint of comfort, regardless of style?
LESSON 111. ;
Problem.—Mending. /
Correlation.—English: Plan and describe a systematic and orderly
way of caring for mending supplies and materials, as in a special
work table with drawers having partitions, or a set of boxes or
baskets.
LESSON 112.
Problem.—Composition of nuts and their value in the diet.
Points to be brought out.—Nuts are rich in protein and fat and these
nutrients are present in a form that is fairly easily assimilated.
Since they are concentrated foods they should not be used in quantity
with a heavy meal, and only in combination with more bulky foods.
Nuts are used as an ingredient of salad, in soups, as a stuffing for
_ poultry, m the making of desserts, and in many other ways.
Reference.—U. 8. Dept. Agr., Farmers’ Bul. 332.*
Correlation.—Geography: Look up countries in which the typical
_ nuts are raised. Which nuts are adapted to your own locality?
_ How could you secure new varieties for your own homestead? (See
catalogues.)
i LESSON 113.
___Problem.—To finish the neck and sleeves of the princess slip, make
_ buttonholes and sew on buttons. :
Points to be brought out—Whether the neck of the slip should be
finished with fullness or flat depends partly on whether it is to be
worn under a loose or a tight-fitting garment. If it is to be worn
directly under a thin material it should be high enough in the neck
and broad enough over the shoulders to cover the other under-
_ garments.
__ Correlation.—Arithmetic: Compute actual money and time ex-
_ pended in making slip and compare with estimate (Lesson 103).
CATS POT ee alae a
a ger Re ae] ether
LESSON 114.
a _ Problem.—To review vegetable foods in general.
42 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 115.
Problem.—To review the sewing work and score the underwear
made.
Suggested score.—(This is adapted from a score given by Miss
Mary L. Matthews, Extension Bulletin 23, Purdue University,
Lafayette, Ind.)
Score card for underwear.
I. Structure: Points.
(a) Suitability, of desen tose: 2... 222.22 2e2- tes ee 10
(6) Choicelofamatertalea sy Se Fe oe Oe eee, Eee eters 5
(c) Choice ofttrimmiumne seas eae ae eee ee ee te She De eee oe 5
(d) Width and evenness in size of:
Mee Cals sek oe Melyssa ge ace ee oe te oe 2h ee Oe 2
2: SEOMs $2 22°20 5. hee ee ee en a ee ee 2
O:, Ducks utes Sen Mekare rie tpl phe nt oo Oe eae 2
4° Bands and: trimimings= 26 as 2 ae See anes SEP Se eee a 2
5. Gathers. (When there are no gathers let these points go
UNC er Ae ice mistawas, aleee te eva rere eee spe cic ee Scien ene 2
(ce) Accuracy of Cwthing seems stn ent es te en eee SOT
II. Stitches: “we
(a), “Appropriateness 2. 02.5550 Sale eee re ot ee 5
(bo) ovenness and neatness 4. 2:55) tte eer ee ee 15
(@) Sizes ssc. A i ei Nee SU ee ei cog te ag ge a 10
III. Finishing:
(a) “Buttons and ‘buttonhotes sss ae a ee ee ee ee 10
(6) “Fastening: of chreadvendssvas tse eae a4. Ste tee ete eee 5
(c). Removal ofibastangsznic25 eos k Sets oe ee ae 5
IV. General appearance:
(¢@) ‘Cleantiness:of work. 222 US.26 eee eaete e e 6
(6) :-Pressing: 0.2 volo. 2. sence Se ehae ee ne ee a 4
Total cee ans Rois SAME Soh Pe I Sere i eee 100
LESSON 116.
Problem.—To study insects as a means of transmitting disease.
To plan and inaugurate a campaign against the fly.
Points to be brought out.—The fly may distribute disease germs to
food. By killing the first flies that appear before they have had a
chance to breed, it is much easier to keep their numbers down.
References.—U. S. Dept. Agr., Farmers’ Buls. 155*; 412*, p. 11;
and 679. a
Correlation.—English: Write a story of how a fly helped spread a
disease. Make a plan for controlling flies on your farm and for
eradicating mosquitoes.
LESSON 117.
Problem.—-Soft cooking of eggs. Cook eggs in boiling water for
3, 5, 7, 14, 30, and 60 minutes. Cook eggs for the same lengths of
time in water which is boiling when the eggs are introduced, but
which is set aside and not allowed to boil after the introduction of
the eggs. Break the eggs and compare the consistency.
f
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 43
Points to be brought out.—Eggs coagulate at a temperature below
the boiling point of water. When cooked in boiling water the out-
side is overcooked and in many cases the yolk is not completely
heated through.
Reference—Eggs and Their Value as Food, U.S. Dept. Agr., Bul.
471.
Correlation.—English: Write a story of a girl who made money to
go to college by keeping poultry.
LESSON 118.
Problem.—Putting away winter clothing. The best means of pre-
venting moths. |
Points to be brought out.—The eggs from which moths develop may
be present. ‘These must be killed or removed before the clothes are
put away, for they may find in the packed clothes ideal conditions
for their development. Since it is difficult to be sure that all moth
eggs are removed, the clothing is usually packed under such condi-
tions as to retard their development.
References —U. S. Dept Agr., Bur. Ent. Circ. 77; Farmers’ Bul.
659.
Correlation.—English: The life history of the moth. What other
insect pests has the housewife to fight? (See U. S. Dept. Agr.,
Farmers’ Buls. 626, 627, 658, 679, and 681.
LESSON 119.
Problem.—Apply the principles worked out in Lesson 117 by pre-
paring poached eggs on toast, scrambled eggs, and eggs in any other
way that the girls wish to try.
Points to be brought out—A more digestible and palatable product
results when the cooking process is carried out at a temperature
below that of boiling water.
References.—Textbook on foods; any good recipe book.
Correlation.—Physiology: Show in what ways the method of cook-
ing eggs may affect their digestibility.
LESSON 120.
Problem.—To select a design for a simple skirt and draft the founda-
tion skirt pattern.
Points to be brought out.—A well-fitted foundation skirt: pattern
can be adapted to various skirt designs. Such a pattern is better
suited to an individual than stock sizes of the commercial pattern.
Reference—Handy and Pract. Farm Libr. [Missouri], Mo. Bul., 13
(1915), No. 2, pp. 34-37, 53-55.
Correlation.—English: Discuss clothing as an expression of per-
sonality.
44 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 121.
Problem.—To make a flytrap. Discussion of best methods of
eradicating flies.
Points to be brought out.—The best method of eradicating flies is by
cleaning up the filthy places in which they breed. We may ‘‘swat”’
the flies, catch them in traps, or we may prevent their access to any
water supply except one that contains poison. Screening of houses
is an absolute necessity in fly-infected communities.
References —U. S. Dept. Agr., Farmers’ Buls. 133*, p. 25; 532*,
p. 22; 679.
Correlatvon.—English: Make a list of the wood-working tools which
every housekeeper should have at hand, withprices. (See catalogues.)
LESSON 122.
Problem.—The composition of eggs and their value in the diet.
Effect of cooking on their digestibility.
Points to be brought out.—Egegs are valuable as a source of protein
and mineral matter in the diet. The digestibility depends not only
upon the temperature at which they. are cooked, but also upon the
flavor and the ease and fineness of division.
References.—U. 8S. Dept. Agr., Office Expt. Stas. Bul. 143; Lang-
worthy, Eggs and Their Value as Food, U.S. Dept. Agr., Bul. 471.
Correlation.—Arithmetic: Calculate the cost of protein food as ob-
tained in eggs at the prices customary at different seasons of the year.
LESSON 123.
Problem.—To adapt the pattern of the foundation skirt to the
design selected and to cut skirt.
Points to be brought out.—The foundation skirt may easily be modi-
fied in accordance with the different designs.
Reference.—Same as in Lesson 120.
-(Drafting is advisable wherever possible, but if necessary a com-
mercial pattern may be used instead.)
Supplementary topic.—Make a list of the articles of clothing de-
sirable for a girl of 10 years on a farm.
LESSON 124.
Problem.—To make an omelette.
Points to be brought out.—An omelette is an egg mixture cooked in a
pan over the flame. It is usually made light by the expansion of air
incorporated in the white. Milk is added to make the mixture more
tender, but should not be added in a proportion larger than one
tablespoonful to each egg because the mass becomes too liquid.
Cream sauce may be added in amounts up to one-third cup for each
6 ote Stok) kk
sip
;
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‘&
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 45
egg. In cooking, the aim should be to heat the mixture sufficiently
first to cause the incorporated air to expand, and then to coagulate or
“set”? the albumen which constitutes the walls of the air-containing
cells. Heat must be applied gradually, else the underneath portion
is overcooked before the mass is heated through. The top should
not be browned. If the top is not completely cooked, it may be
dried by placing the pan in the oven about 30 seconds.
References.—Textbook on foods. Any good recipe book.
Supplementary topic—Name of the varieties of poultry of which
you have heard. Which kind would you prefer for a family flock?
Which, if you were keeping them for commercial profit ?
LESSON 125.
Problem.—To baste and fit the skirt.
Points to be brought out.—The first skirt should be fitted carefully
and the necessary corrections made on the pattern. If the skirt is
to be French seamed, be sure the seams are basted on the right side
with edges of the proper width.
Reference.—Same as in Lesson 120.
LESSON 126.
Problem.—To wash table napkins and remove stains.
Points to be brought out—A stain is caused by the deposition of
some material. Since the action of hot water and soap sometimes
renders insoluble materials which are in the beginning soluble, it is
wiser to remove all stains possible before commencing the washing
operation.
In order to remove a stain a solution are be found in which the
stain is soluble and which is not harmful to the fabric. Make a list
of the reagents which should be present in every laundry for use in
the removal of stains. Make a list of the ordinary stains occurring
on household textiles with a corresponding list of the reagents which
-will remove these stains.
_Reference.—Rose, The Laundry, Cornell Reading eos 1 (1912),
No. 11, pp. 128-132.
“laid topic.—Describe the growing of flax and the making
of linen. Discuss ways of making the table attractive when linen
ean not be afforded. Cost of paper napkins; of oilcloth. Discuss the
use of flowers upon the home table.
LESSON 127.
Problem.—To make a sponge cake.
Points to be brought out.—True sponge cake contains both the white
and the yolk of the ege. It is made light by the expansion on heat-
ing of the air incorporated in the egg white. Lemon juice is added
3 for flavor and for the effect that the acid has on the texture. The
46 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
cake may be cheapened by substituting forsome of the eggs a liquid,
preferably water, and baking powder, in the proportion of one-half
teaspoonful of baking powder and two and one-half tablespoonfuls
of water for each egg. The general proportions for sponge cake are
one-fourth cup of flour and one-fourth cup of sugar to each egg, or
equal amounts of egg, flour, and sugar, since each egg is supposed to
measure one-fourth cup. Bake in an oven at 175° C. (350° F.).
References.—Textbook on foods. Any good recipe book.
Correlation.—Physics: Expansion of air.
Supplementary topic—Discuss the omission of elaborate desserts
in a home in which the mother is overworked. List desserts suitable
for different occasions during the year.
LESSON 128.
Problem.—To seam the skirt.
Points to be brought out.—The kind of seams used should be adapted
to the material. If it is heavy, the seams should be tailor-stitched
and the edges overcast or bound. [If it is light, French seams may
be used. |
References.—Same as in Lesson 120.
Supplementary topic.—Discuss means of keeping the father’s and
aa oi tela
brother’s clothing neat and attractive—proper ways of folding and |
hanging, coat forms, pressing, ‘‘dry cleaning,” etc. Neatness in
working clothes. How often should overalls be washed ?
LESSON 129. ~
Problem.—To determine the reasons for the great fluctuations in
the price of eggs. Preservation of eggs.
Points to be brought out—Large numbers of eggs are lost through
inefficient handling in the homes and on the farm. Infertile eggs —
keep very much longer than the fertile ones. Water glass is very
useful as a preservative. Evidence seems to point to the spring egg
as the best to preserve.
References.—U.S. Dept. Agr., Farmers’ Buls. 103*, p. 17; 273*, p.17;
296*, p. 29; 353*, p. 14; Production and Handling of Market Eggs,
Mo. State Poultry Expt. Sta. Bul. 5 (1915).
Correlation.—Arithmetic: Calculate the increase in price of 50
dozens of eggs when held over from April until December, allowing
for cost of water glass, crocks, and time necessary in handling. How
many eggs might well thus be preserved for your family? How
es: oy ieee
era age ch Ta
much would be saved by using preserved eggs and selling your fresh
eges in winter ?
Supplementary topic.—Describe a plan for a cooperative egg-ship- 4
ping association; the shipping of eggs by parcel post. U.S. Dept. —
Agr. Farmers’ Bul. 656, Community Egg Circle.
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 47
LESSON 130.
Problem.—To put the placket in the skirt and sew on the band.
Reference—Handy and Pract. Farm Libr. [Missouri], Mo. Bul., 13
(1915), No. 2.
Supplementary topic.—ls it better to buy good fabrics for women’s
dresses and men’s suits expecting garments to last several years, or to
buy unsubstantial material and discard it after a short time?
LESSON 131.
Problem.—To iron linen by hand and in a mangle. Comparison
of the amount of time used in each case. Suggestions for substi-
tutes for ordinary table linen which can be cared for with less ex-
penditure of time and energy.
Points to be brought out—Much time can be saved by putting table
linen through a mangle rather than ironing it by hand. Doylies and
table mats require less time to launder successfully than the larger
pieces.
Reference.—Any good book on home laundry work.
Correlation.—Arithmetic: Calculate amount of time saved by the
use of a mangle in the laundry work for a family of six. How long
will it take a mangle to pay for itself? (See catalogues.)
LESSON 132.
Problem.—To make angel and sunshine cakes.
Points to be brought out.—An angel cake differs from a sponge cake
in that we use the whites only and none of the yolks of the eggs.
The proportion is in this case as before, equal measures (by volume)
of egg white, sugar, and flour. One white is approximately one-
eighth of a cup. Since the egg white contains so large a proportion
of water, we add our acid in this case in the form of a solid, using
- cream of tartar instead of lemon juice, and substituting some other
form of flavoring.
A sunshine cake comes just halfway between the angel cake and
sponge cake. In it we use both the white and the yolk of the egg,
but the number of whites used is larger than the number of yolks.
The use of these cakes is to be encouraged, especially during the time
of the year when eggs are cheap and abundant.
_ References——Any good recipe book. Textbook on foods.
Correlation.—Arithmetic: Calculate cost.
Supplementary topic.—What do similar bakers’ cakes cost? “Why
do we still bake cake at home? Is this wise if the mother is over-
. worked ?
piyagers :
7
LESSON 133.
Problem.—The preparation of custards. (This lesson should follow
immediately the lesson on angel cake in order to utilize the egg yolks
left over from the cake.)
48 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
Points to be brought out.—The value of starch and flour as a means
of thickening liquid has already been studied. The object of this
lesson should be to give the students some idea of the value of the
egg as a means of thickening and of the proportion in which it should
be used. We have two classes of custards—soft and hard, depending
upon the proportion of egg used and the method of cooking. Custards
should always be cooked over or in hot water. ‘“ Boiled custard”’ is
amisnomer. It should be called ‘‘soft.’’
References.—Textbook on foods. Any good recipe book.
LESSON 134.
Problem.—To finish the skirt.
Points to be brought out.—The bottom may be either hemmed or —
faced. All loose ends of thread should be carefully fastened.
References—Textbook on clothing. Handy and Pract. Farm
Libr. [Missouri], Mo. Bul., 13 (1915), No. 2, pp. 71 and 72.
Supplementary topic——Discuss ways of putting away skirts so that
they shall keep their shape; plan a method adapted to your own
home.
LESSON 135.
Problem.—To press and score the skirts, and review the propio
involved in making them.
Reference—Univ. Mo. Bul., 15 (1914), No. 7
Correlation.—English: The score-card method of judging may be
applied to any subject the quality of which depends on several factors.
Secure score cards for sanitary conditions in dairy, for judging stock
(U. S. Dept. of Agriculture), for jams, jellies, etc. |
LESSON 136.
Problem.—To wash a colored dress, preferably one which is in dan-
ger of fading.
Points to be brought ouwt.—Colors fade on account of (1) the long
continued action of water and soap, (2) the use of strong acids or
alkalis, and (3) exposure to strong sunlight. In order to prevent
the fading of colors we avoid so far as possible the above conditions,
and in the case of especially fleeting dyes we attempt to set the color.
Setting the color is accomplished by the use of a mordant, that is,
a material which will bring about a stronger union between the cloth
and the dye. Make a list of the chemicals most frequently used in
setting colors, the proportion, and the colors for which they are used —
(Rose, The Laundry, p. 139). A sample of the material whose color
is to be set should be tested in each of the mordants and then washed.
From the results one can determine which is the best to use. Apply
this at the next lesson in the washing of the dress, observing all the
above suggestion.
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 49
References.—Rose, The Laundry, Cornell Reading Courses, 1 (1912),
No. 11, p. 139; any good book on home laundry work.
Correlation.—English: Discuss clothing waste from cheap dyes;
draw conclusions from personal experience and observation.
LESSON 137.
Problem.—To make a cheap sponge cake.
Points to be brought out.—By the substitution of water and baking
powder for part of the egg we may cheapen thesponge cake. Custards
may be cheapened by the substitution of flour for part of the egg.
Angel cakes and sunshine cakes may be cheapened in the same way
as the sponge cake.
References —Textbook on foods. A good recipe book.
Correlation.—English: Explain the basis of the substitution and
calculate how much is saved by it.
LESSON 138.
Problem.—General review of egg cookery.
References —U.S. Dept. Agr., Office Expt. Stas. Bul. 43; Farmers’
Bul. 471.
Supplementary topic.—Discuss: How far can the average southern
homestead produce to advantage all the foodstuffs required for its
own table? How can a larger variety be produced than at present ?
LESSON 139.
Problem.—To plan a waist. Each girl should submit a design.
These should be discussed in class and modified if necessary.
Points to be brought out.—A desirable design is simple and does not
involve too much work.
References —Textbook on clothing; current fashion journals.
Correlation.—Arithmetic: Estimate the probable cost of the waist
planned, in both money and time.
Supplementary topic.—Discuss simplicity in dress and indicate
desirable standards of simplicity, taking into account cost, durability,
expense and labor of laundering, etc. :
LESSON 140.
Problem.—To draft a waist pattern.
Points to be brought out—In drafting we are aiming to get a pattern
adapted to the measurements of the individual. The system used
should be as simple and rational as possible. Try the draft before
using to be sure that it will work. Besure that you understand each
and every step and know the reason for each one. The simplest
draft with the fewest arbitrary directions is the best. Go over it
with the class and be sure that they understand each and every step
50 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
before stariing the work. In this way drafting can be made a ra-
tional process and not a mere following of directions. Let the girls
work in groups of two for taking measures and fitting.
References.—Textbook on clothing; any reliable and simple drafting
system for a waist.
Supplementary topic.—Investigate the condition of the various types
of workers in clothing establishments near your home, e. g., workers
by the day, custom workers with their own shops; compare the busi-
ness arrangements, wages, etc. Is there need of improvement ?
LESSON 141.
Problem.—Ironing of a colored dress. Pressing cotton and linen
dresses.
Points to be brought out.—The iron should not be too hot. The
dress should be ironed on the wrong side. Frequent pressing im-
proves the appearance of cotton and linen dresses.
Reference.—Rose, The Laundry, Cornell Reading Courses, 1 (1912),
No. 11, pp. 127 and 145.
Correlation.—English: Discuss proper storage of clothing as a
means of reducing amount of pressing necessary; describe desirable
equipment for ironing for your own home, e. g., the best kind of
board. (See catalogues.)
LESSON 142.
Problem.—Finish and correct waist drafts, checking every measure
carefully. Cut out in cheap lining material to be fitted.
Points to be brought out.—Exactness is the most important factor
in successful drafting. All the measures should be checked up to be
sure that they are accurate. As a final precaution, a waist should be
cut from cheap material and fitted. This fitted pattern is the one
to be kept.
Correlation.—English: Discuss exactness or precision in workman-
ship as needed by the housekeeper in sewing, in cooking, in care of
sick, ete.
LESSON 143.
Problem.—Preparation of cream tomato soup and a cup of choco-
late or cocoa.
Points to be brought out.—Acid curdles milk. This effect is hastened
by heating. It is retarded by thickening either the tomato juice or
the milk before combining them or seems to be because the thickened
liquid holds in suspension any curd that may be formed. Therefore,
in order to prevent the curdling of tomato soup we thicken either the
milk or the tomato juice with the requisite amount of flour and com-
bine them at the proper temperature for serving. ‘The use of soda to
Na as
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 51
neutralize the acid is not recommended since it may destroy the deli-
cate flavor of the tomatoes, and, if used in too large quantities, is
likely to cause indigestion. It is almost impossible to tell when just
the correct amount has been used, since the acidity of tomatoes varies
to such an extent. In boilmg the milk to make the cocoa, the scum
usually formed on the surface can be prevented by stirrmg the milk
or by boiling it in a covered vessel.
References —Textbook on foods. Whipping cream, U. S. Dept.
Agr., Farmers’ Bul. 384*, pp. 19-22.
Correlation.—English: Describe the growth and manufacture of
cocoa and chocolate; list the different brands available in your
neighborhood, with prices. (Consult stores and catalogues.)
LESSON 144.
Problem.—To fit the waist pattern.
Suggestion.—The pattern cut in Lesson 142 should be very carefully
fitted and trimmed off at the neck and sleeves. When it is correct in all
details mark the line of the seams, rip the pattern apart and trim
the edge evenly, allowing one-half to one-fourth an inch for seams.
This is sufficient to admit of French seams being made. Be sure that
the seams are evenly trimmed. Cut the pattern in half down the cen-
ter front and the center back. (It may seem a waste of time to draft
and fit a pattern in this way, but it will more than repay you in the
amount of time saved later.)
Correlation.—English: Make the briefest possible list of patterns
which could be adapted to the cutting of the garments made in your
own family. How could you best store patterns systematically ?
LESSON 145.
Problem.—To prepare cottage cheese. It may be used in making
sandwiches for a picnic for which the rest of the luncheon may be
planned in class.
Points to be brought out. = "The curd is separated from the whey more
completely if the mixture is slightly heated. This separation is ac-
complished by heating to 40° C. (104° F.). Heating to a higher tem-
- perature than this toughens the curd. A picnic luncheon should be
appetizing, abundant, and easily carried.
References.—U. S. Dept. Agr., Farmers’ Buls. 202*, p. 28; 430%,
p. 10.
Correlation.—English: Write an account of this picnic. List the
places available for neighborhood picnics near your home. Is there
a place on your farm where you could arrange an outdoor fireplace
for occasional family picnics? Describe plans for such a picnic.
52 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
LESSON 146.
Problem.—To plan the different steps in the family washing.
Points to be brought out.—Tuesday is the best day for washing, as
this leaves Monday free for the mending, and gives opportunity for
putting the clothes to soak on Monday night, if soaking is considered
necessary. The steps in washing should be worked out in an orderly
manner. Let each girl do her washing one week, treating it as she
would a family washing and giving a definite reason for each step.
Reference.—Rose, The Laundry, Cornell Reading Courses, 1 (1912),
No. 11, p. 132.
Correlation.—English: Describe a plan for using a town laundry by
means of parcel post. Work out the cost of your average family
washing, including post charges to nearest laundry. (N. B.—Some
southern families send laundry to distant city laundries.)
LESSON 147.
Problem.—To make rennet custard, and look at milk and cream
under the microscope.
Points to be brought out.—Rennet is an enzym and acts best at the
temperature of the body. It is killed if heated to the boiling point.
If added to milk which has previously been heated and cooled, it
either does not clot, or forms a curd which is less dense, according
to the length of time the heating has been continued. On this ac-
count, when chocolate is to be added it is better to melt it in a small
portion of the milk and then combine with the remainder. The fat
is present in the milk m minute droplets. Such a mixture is called
an emulsion.
References.—Textbook on foods; U. S. Dept. Agr., Farmers’ Bul.
AD pe 21
Correlation.—Physiology: Study of enzyms and the conditions
under which they act best.
LESSON 148.
Problem.—To adapt the drafted pattern to the waist planned.
Points to be brought out.—By slight changes the simple shirt waist
draft can be adapted for use with more complicated designs. Tucks
should be put in and allowance made for any fullness before the
waist is cut out. Where the design is at all complicated a paper or
cloth pattern should be cut first and tested by holding up to the
figure.
References.—Textbook on clothing. Handy and Pract. Farm Libr.
[Missouri], Mo. Bul., 13 (1915), No. 2.
Correlation.—English: Criticize the waists from the standpoint of
artistic design.
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 53
LESSON 149.
Problem.—Buttermaking.
Points to be brought out.—In churning we are aiming to control con-
ditions which make the small globules of fat coalesce.
References.—Farm Buttermaking, U.S. Dept. Agr., Farmers’ Buls.
92*, p. 23; 133%, p. 30; 186*, p. 29; 384%, p. 22; 412*, p. 28; 541.
Correlation.— English: Discuss cream separators, those driven by
hand and by gasoline engines; costs. Similarly discuss churns. (See
catalogues.) Is it possible in your community to sell or ship milk?
Cream? How could a market be secured? Has a cooperative cream-
ery been discussed? (Farmers’ Bulletins.)
LESSON 150.
Problem.—To fit and seam the waist, joining the seams with bead-
ing.
Points to be brought out.—A convenient way to use beading in a
seam is as follows: Baste and fit the seam as usual. Mark carefully
the line where the beading is to come, and rip the seam apart. Lay
the right sides of the insertion and of the waist together, baste and
stitch along the line of the seam so that the stitching comes exactly
at the edge of the embroidery. The stitching will not show on the
right side of the waist. Face back with the plain muslin at the side
of the embroidery. This makes a neat and dainty finish for thin
waists. It is quite as effective as when the beading is rolled and
whipped in by hand, and is much more durable.
Reference.—Textbook on clothing.
Supplementary topic.—What garment could you make for your
father—a cravat, a dressing gown, slippers, a lounging jacket? Do
proper clothes help people to rest, to play ?
LESSON 151.
Problem.—To wash a soft silk waist.
Points to be brought out.—The same care should be taken as in the
_ case of wool. While the fiber is not so easily affected by alkali or
| acid, it is usually more fragile, and must be handled carefully.
| Reference.—Rose, The Laundry, Cornell Reading Courses, 1 (1912),
No. 11, p. 140.
Correlatton.—English: Stories of silk culture. Can it be intro-
duced into the South 2
LESSON 152.
Problem.—To determine the proportion of cream in ordinary milk,
the percentage of fat in cream, and to make ice cream.
Points to be brought out.—A great variety of flavors is possible in
| ice creams. Fillers are used to add to the body of an ice cream.
_ Fillers are starch, eggs, and pastry products. A binder prevents
54 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE. ;
crystallization on standing. Binders are gelatine and vegetable ;
gums. The percentage of fat in ordinary cream should be deter- —
mined.
References. —Bacteriological Study of Ice Cream, U.S: Dept. Agr.
Bul. 303; Ice Cream, Vermont Expt. Sta. Bul. 155.
Concer Pre nee Use of ice and salt in making ice cream.
Latent heat. Kinds and costs of ice cream freezers. (See cata-
logues.) If you have a gasoline engine at home, how could it be —
attached to turn the freezer? Make drawing. Milk tester; cost.
(See catalogues.)
LESSON 153.
Problem.—The value of milk as food and the care of milk in the ©
home. 3
Pownts to be brought out.—Milk is provided as food for the young.
It contains all the food nutrients but they are not present in the
proper proportion for an adult. It is food for bacteria as well as ©
human beings, so it must be especially protected against their en- —
trance. They cause the souring of milk and in other ways render it —
unfit for human food. |
References.—U. 8S. Dept. Agr., Farmers’ Buls. 363 and 413. 5
Supplementary topic.—Different breeds of cows. Which do you ~
prefer for a family cow? Which for a money-making herd? The ~
household refrigerator, construction and cost. (See catalogues.) :
LESSON 154.
Problem.—To make the sleeves for the waist and continue the
‘ work on it.
Points to be brought out—The most difficult thing in fitting a sleeve
is to adjust the shape and fullness at the armhole. Sometimes ©
sleeves are cut in one piece with the waist. This saves work, but it
is hard to fit them so that they shall not bind across the upper arm ~
nor be clumsy under the arm.
References —Handy and Pract. Farm Libr. [Missouril, Mo. Bul., :
13 (1915), No. 2. pp. 45-48; any fashion magazine.
Correlation.—Arithmetic: Calculate the difference in time and
material required in making waists with different types of sleeves.
LESSON 155.
Problem.—To finish the neck of the waist.
Points to be brought out.—Waists without collars are comfortable
and usually becoming. The neck should be neatly finished. A col-_
lar should not be so tight as to constrict the neck in any way.
Reference.-—Textbook on clothing.
Correlation.—English: Describe women’s neckwear in colonial fe
times. Do you accept comfort as a fundamental requisite in select-—
ing or designing clothing? Discuss this point.
HOME ECONOMICS FOR SOUTHERN SCHOOLS. 55d
LESSON 156.
Problem.—To wash and_clean ribbon.
Points to be brought out.—The ribbons should not be rubbed. They
should not be wrung out but dried between towels. A dry cloth
should be laid over them in ironing.
Reference.—Rose, The Launary, Cornell Reading Courses, 1 (1912),
PNo. 12, p..141.
Supplementary topic.—Discuss the place of decoration in dress.
Is it the first requisite in clothing ?
LESSON 157.
Problem.—The preparation of salad dressings.
Points to be brought out.—Salad dressings usually combine fat with
an acid flavor. The fat separates from any liquid unless special
precautions are taken to keep the two in combination. We com-
bine them either as a temporary emulsion, or a permanent emulsion,
or we keep the fat in suspension by thickening the liquid to which
it is added with flour or with egg, or with both. Samples of all the
typical dressings should be made. In some sections there is a great
prejudice against the dressings made with oil. These should be
made, but no one should be forced to eat them or even taste them.
The students should understand that making mayonnaise with oil is
just the reverse of churning. :
References —Textbook on foods; any good recipe book; U. S.
Dept. Agr., Office Expt. Stas. Bul. 245, pp. 20-26.
Correlation.—English: Look up meaning of ‘emulsion.’’ Study
principles of homogenizing milk and butter to form cream.
LESSON 158.
Problem.—To finish the waist. Sew on buttons and make button-
holes.
Points to be brought out—A neat finish adds materially to the
appearance of a waist. To use pins instead of buttons and button-
holes is an untidy habit.
Correlation.—Arithmetic: Calculate cost of waist and the amount
_ of time spent in its construction. Compare with estimate of money
and time cost in Lesson 139.
| Supplementary topic.—Discuss how much a mother’s time is worth—
to herself, her family, and society.
LESSON 159.
___ Problem.—Use the salad dressings prepared during Lesson 157 to
_ make a number of typical salads.
Points to be brought out.—All salads should be cool and contain
_ some crisp material. The crisp materials should not be combined
56 BULLETIN 540, U. S. DEPARTMENT OF AGRICULTURE.
with the dressing until just before serving. Materials which are not
crisp should be marinated (mixed with vinegar and seasonings or
with oil, vinegar, and seasonings awhile before serving and allowed
to absorb the flavor). Distinguish between a light and a heavy
salad and the place each should take in the meal.
References.—Same as in Lesson 157.
Correlation.—English: List the different salads of which you have-
heard. Discuss the place of salads in the regular family meal. Sug-
gest salads for special occasions. Describe one you wish to try when
you get home.
LESSON 160.
Problem.—Making and remaking of sashes and girdles. The rib-
bons washed in Lesson 156 should be used.
Points to be brought out—A little ingenuity will enable one to
freshen up last year’s girdle or to make or trim one out of odds and
ends of suitable material.
References.—Current fashion journals.
Supplementary topic.—Discuss the economic aspect of storage in
carrying over clothing from one season to another. Plan a record
book suitable for your own home to show what clothing is put away
and just where it is packed, so that it can be quickly found as needed.
PUBLICATIONS OF THE UNITED STATES DEPARTMENT OF AGRICUL-
TURE OF INTEREST IN CONNECTION WITH THIS BULLETIN.
AVAILABLE FOR FREE DISTRIBUTION BY THE DEPARTMENT.
Beans, Peas, and Other Legumes as Food. (Farmers’ Bulletin 121.)
Canned Fruit, Preserves, and Jellies; Household Methods of Preparation. (Farmers’
Bulletin 203.)
Cereal Breakfast Foods. (Farmers’ Bulletin 249.)
Preparation of Vegetables for the Table. (Farmers’ Bulletin 256.)
Use of Fruit as Food. (Farmers’ Bulletin 293.)
Food Value of Corn and Corn Products. (Farmers’ Bulletin 298.)
Canning Vegetablesin the Home. (Farmers’ Bulletin 359.)
The Use of Milk as Food. (Farmers’ Bulletin 363.)
Care of Food in the Home. (Farmers’ Bulletin 375.)
The Care of Milk and Its Use in the Home. (Farmers’ Bulletin 413.)
Grape Propagation, Pruning, and Training. (Farmers’ Bulletin 471.)
Farm Bookkeeping. (Farmers’ Bulletin 511.)
Canning Tomatoes; Home and Club Work. (Farmers’ Bulletin 521.)
Sugar and Its Value as Food. (Farmers’ Bulletin 535.)
Farm Buttermaking. (Farmers’ Bulletin 541.)
Use of Corn, Kafir, and Cowpeasin the Home. (Farmers’ Bulletin 559.)
Corn Meal as a Food and Ways of Using It. (Farmers’ Bulletin 565.)
System of Farm Cost Accounting. (Farmers’ Bulletin 572.)
Carpet Beetle, or ‘‘Buffalo Moth.”’ (Farmers’ Bulletin 626.)
House Centipede. (Farmers’ Bulletin 627.)
Manufacture and Use of Unfermented Grape Juice. (Farmers’ Bulletin 644.)
Honey and Its Usesin the Home. (Farmers’ Bulletin 653.)
Community Egg Circle. (Farmers’ Bulletin 656.)
Cockroaches. (Farmers’ Bulletin 658.)
True Clothes Moth. (Farmers’ Bulletin 659.)
House Flies. (Farmers’ Bulletin 679.)
Silver Fish: An Injurious Household Insect. (Farmers’ Bulletin 681.)
Homemade Fireless Cookers and Their Use. (Farmers’ Bulletin 771.)
Bread and Bread Making in the Home. (Farmers’ Bulletin 807.)
How to Select Foods.—I. What the Body Needs. (Farmers’ Bulletin 808.)
How to Select Foods.—II. Cereal Foods. (Farmers’ Bulletin 817.)
How to Select Foods.—ITI. Foods Rich in Protein. (Farmers’ Bulletin 824.)
57
FOR SALE BY THE SUPERINTENDENT OF DOCUMENTS, GOVERNMENT PRINTING
OFFICE, WASHINGTON, D. C.
The Preservation of Grape Juice and Sweet Cider: (Farmers’ Bulletin 78, p. 29.)
Price, 5 cents.
Pasteurization of Milk for Butter Making. (Farmers’ Bulletin 92, p. 23.) Price,
5 cents. |
Preserving Eggs in Water Glass. (Farmers’ Bulletin 103, p. 17.) Price, 5 cents.
Cereal Breakfast Foods. (Farmers’’Bulletin 105, p. 19.) Price, 5 cents.
Preparation of Unfermented Grape Juice. (Farmers’ Bulletin 122, p. 27.) Price,
5 cents. :
A Device for Ridding Houses of Flies. (Farmers’ Bulletin 133, p. 25.) Price, 5 cents.
How Insects Affect Health in Rural Districts. (Farmers’ Bulletin 155.) Price, 5
cents.
Home Manufacture and Use of Unfermented Grape Juice. (Farmers’ Bulletin 175.)
Price, 5 cents.
The Keeping Quality of Butter. (Farmers’ Bulletin 186, p. 29.) Price, 5 cents.
Manufacture of Cottage Cheese. (Farmers’ Bulletin 202, p. 28.) Price, 5 cents.
Cidar Vinegar. (Farmers’ Bulletin 233, p. 28.) Price, 5 cents.
Cereal Breakfast Foods. (Farmers’ Bulletin 237, p. 14.) Price, 5 cents.
Use of a Cheap Canning Outfit. (Farmers’ Bulletin 259, p. 30.) Price, 5 cents.
Preserving Eggs. (Farmers’ Bulletin 273, p.17.) Price, 5 cents.
Honey Vinegar. (Farmers’ Bulletin 276, p. 28.) Price, 5 cents.
Preserving Eggs in Water Glass. (Farmers’ Bulletin 296, p. 29.)
Cooking Cereal Foods. (Farmers’ Bulletin 316, p. 17.) Price, 5 cents.
Nuts and Their Uses as Food. (Farmers’ Bulletin 332.) Price, 5 cents.
Preservation of Eggs. (Farmers’ Bulletin 353, p. 14.) Price, 5 cents.
Whipped Cream. (Farmers’ Bulletin 384, p. 19.) Price, 5 cents.
The Typhoid or House Fly. (Farmers’ Bulletin 412, p.11.) Price, 5 cents.
Canning Peaches on the Farm: (Farmers’ Bulletin 426.) Price, 5 cents.
Defects in Cottage Cheese. (Farmers’ Bulletin 430, p. 10.) Price, 5 cents.
Lacto: A New and Healthful Frozen Dairy Product. (Farmers’ Bulletin 457, p. 21.)
Price, 5 cents.
Combating Flies. (Farmers’ Bulletin 532, p. 22.) Price, 5 cents.
A Bacteriological Study of Retail Ice Cream. (Department Bulletin 303.) Price,
5 cents.
Eggs and Their Value as Food. (Department Bulletin 471.) Price, 5 cents.
Losses in Boiling Vegetables, and the Composition and Digestibility of Potatoes and
Eggs. (Office of Experiment Stations Bulletin 43.) Price, 5 cents.
Studies on the Digestibility and Nutritive Value of Bread at the Maine Agricultural
Experiment Station, 1899-1903. (Office of Experiment Stations Bulletin 143.)
Price, 5 cents.
Tron in Food and Its Functionsin Nutrition. (Office of Experiment Stations Bulletin
185.) Price, 10 cents.
Digestibility of Starch of Different Sorts as Affected by Cooking. (Office of Experi-
ment Stations Bulletin 202.) Price, 10 cents.
Course in the Use and Preparation of Vegetable Foods for Movable and Correspond-
ence Schools of Agriculture. (Office of Experiment Stations Bulletin 245.) Price,
10 cents. :
Harvest Mites, or ‘‘Chiggers.’? (Bureau of Entomology Circular 77.) Price, —.
Raisins, Figs, and Other Dried Fruits and Their Use. (Yearbook Separate 610.)
Price, 5 cents.
58
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